Adaptação acadêmica de estudantes do 1º ano

Abstract

O presente artigo tem como objetivo desenvolver uma reflexão teórica a partir da compreensão dos fenômenos multifacetados que estão presentes no ingresso do estudante no ensino superior. Este constructo contemplou as expectativas que este novo contexto provoca nos estudantes e o impacto das primeiras vivências adaptativas no êxito e permanência do estudante na universidade. A transição e adaptação ao ensino superior constituem verdadeiros desafios e são descritas através de diferentes dimensões adaptativas em relação à instituição, aos estudos, aos seus pares, às exigências de autonomia pessoal e emocional, ou ao planejamento da carreira. Propõem-se alternativas de prevenção ao abandono universitário precoce, aqui entendido como o direito que o estudante possui de iniciar e concluir seus estudos com qualidade, com o devido suporte acadêmico, social e político, disponível nas instituições de ensino superior. Busca-se, portanto, uma reflexão sobre novas práticas formativas nesse nível de ensino diante dos alunos, os quais, potencialmente, estão mais vulneráveis em termos de desenvolvimento de competências. Abrange-se a necessidade de apoio social, psicológico e educativo, destinado a apoiar o êxito universitário dos estudantes e, consequentemente, a conclusão dos seus cursos, fazendo diminuir as taxas de abandono, tendencialmente mais elevadas entre os estudantes do 1º ano.

Lessons learned from the student dropout patterns on COVID‐19 pandemic: An analysis supported by machine learning

“…Considering also that the dropout patterns did not show great variation during the pandemic and pointed mainly to young students, with little experience in higher education (freshman students), and with lower income, academic performance and interactional activity in the VLE, it is possible that many of the dropout students have faced difficulties of adaptation and integration to the reality of higher education. When entering higher education, students need to adapt to new institutional and social environments, to a new form and load of studies, and to greater demands for personal, emotional and academic autonomy (Faria & Almeida, 2020). Unlike earlier educational stages, where teachers occupied a prominent position, higher education requires students to develop independence and self‐regulation.…”

“…Unlike earlier educational stages, where teachers occupied a prominent position, higher education requires students to develop independence and self‐regulation. Young students, being less experienced and still developing their personal skills, may face greater difficulty in overcoming these challenges (Faria & Almeida, 2020). A poor academic background, usually related to an unfavourable socio‐economic context, can make learning and meeting academic demands more difficult.…”

“…20 While IFFar certainly did not prevent all dropouts motivated by difficulty in accessing the ERL, we believe that this risk was mitigated and did not significantly amplify dropouts during the pandemic due to its characteristics, such as: (i) loaned computer equipment to students in socio-economic vulnerability; (ii) made available, among the aids of emergency character, the digital inclusion aid to help students in socio-economic vulnerability to pay for an internet Considering also that the dropout patterns did not show great variation during the pandemic and pointed mainly to young students, with little experience in higher education (freshman students), and with lower income, academic performance and interactional activity in the VLE, it is possible that many of the dropout students have faced difficulties of adaptation and integration to the reality of higher education. When entering higher education, students need to adapt to new institutional and social environments, to a new form and load of studies, and to greater demands for personal, emotional and academic autonomy (Faria & Almeida, 2020). Unlike earlier educational stages, where teachers occupied a prominent position, higher education requires students to develop independence and self-regulation.…”