Resiliência e desigualdade no ensino superior: estratégias de permanência no curso de matemática da UFRJ

Abstract

Many studies have been devoted to access to and retention in higher education, such as Vincente Tinto's research. However, there is a gap in literature when it comes to linking these studies to factors arising from dominant cultural systems. Thus, questions arise such as: have students' cultural identities been considered in the analysis of retention? Do the models and solutions proposed for dropout, retention, and retention reflect the structural inequalities that sustain society? Are the successful trajectories of those who complete the courses valued as a reference for other students? Given this scenario, the research investigates the academic trajectory of students in the mathematics undergraduate and undergraduate courses at UFRJ, focusing on the contribution of the course to student retention, motivations, social interactions, and strategies to strengthen students' continuity in the undergraduate course. For data collection, a questionnaire was applied that received 26 responses, followed by individual interviews with four of the respondents, and the data treatment was inspired by Laurence Bardin's content analysis. The results show that socioeconomic factors, structural and institutional barriers, as well as the lack of pedagogical and emotional support, directly impact student retention and motivation. In addition, a lack of adequate support for night-time students was identified, revealing specific structural challenges faced by this segment of the academic community. The research seeks to contribute to the formulation of strategies that favor student retention and success, considering their experiences and needs.