Políticas e Ações de Permanência da Universidade Federal de Mato Grosso do Sul – UFMS, Campus de Campo Grande: pontos e contrapontos (2016-2024).

Abstract

This dissertation is part of the research line "History, Policies, Education" of the Graduate Program in Education at the Federal University of Mato Grosso do Sul (UFMS). It is affiliated with the Research Group on Higher Education Policy/Mariluce Bittar (GEPPES/MB) and the Universitas/BR Network. The general objective was to analyze the policies and actions aimed at ensuring student retention in on-campus undergraduate programs at the UFMS University City campus in Campo Grande. The specific objectives were: to examine federal policies on access and retention; to identify and map institutional actions focused on student retention; and to characterize the strategies developed by UFMS from 2020 to 2024. This research is justified by the social inequalities that hinder access to higher education, especially for students in vulnerable situations, highlighting the need for integrated public policies that promote equitable retention. The study adopted a historical-critical-dialectical method, including bibliographic research, document analysis, and the collection of secondary data from institutional sources. The results show that UFMS implements a range of retention actions, primarily through student assistance grants funded by the National Student Assistance Program (PNAES), or through scholarships offered within teaching, research, and extension projects. It was observed that the monitoring of students receiving Student Assistance is conducted systematically by the Office of Student Affairs (Proaes), which is not the case for scholarship holders in other areas, making it difficult to maintain a systemic follow-up of all beneficiaries. The study also found that factors such as budget constraints, limited technical staff, academic performance requirements for maintaining scholarships, and time availability for fulfilling work plans pose significant challenges for student participation—especially for working students. The conclusion drawn is that, despite progress, retention policy still requires intersectoral coordination, ongoing student monitoring, and attention to course-specific needs in order to develop effective strategies tailored to students' realities.