Student Assistance. PNAES. Assessment. Students.

The main objective of this study was to evaluate the pecuniary and non-pecuniary aid (food) from the Student Assistance Aid Program (PAAE) of the three campuses (Seropédica, Nova Iguaçu and Três Rios) of UFRRJ according to the academic trajectory of the students who benefited from the Program, relating the number of students who completed the undergraduate course, the number of students who dropped out and the reasons for dismissal registered in the University system and in documents related to the topic in the period from 2017 to 2020. In this sense, it had the following specific objectives: map and characterize the socioeconomic profile of students served by the PAAE at UFRRJ; analyze the number of students who completed the undergraduate course and the number of students who dropped out and who were beneficiaries of the PAAE; examine the reasons for students leaving PAAE as well as the reasons given by them, in SIGAA, for withdrawing from the course and/or dropping out of the course; share the results of this research in order to motivate the development of a permanent evaluation and monitoring system for the UFRRJ PAAE. As a data collection instrument for a mixed approach research and seeking a closer approximation of the object through exploratory research, we used management reports, notices, individual consultations carried out by the Social Service team, a list of students receiving aid and switched off. We carried out bibliographical research through the analysis of periodicals, publications and articles available on the Student Assistance Assistance Programs of Federal Higher Education Institutions – IFEs. We prepared a systematic bibliographic review in order to provide a more in-depth approach to the topic. Finally, we conclude that the PAAE achieves its main objective, although the need to improve actions is highlighted; UFRRJ lacks an effective information recording system that can integrate all areas, from the Pro-Rectors to the campuses; it is necessary to develop a model for evaluating and monitoring the PAAE (despite the negligible number of professionals working at PROAES); in relation to the PAAE, it is essential that a communication channel is created between PROAES and the students so that they can better understand their real needs and thus, reformulate, as far as possible, the Program; and finally, the relevance of understanding the importance of student assistance as a policy for the democratization of education and which, therefore, requires expanding resources to carry out the actions foreseen in the PNAES.