Student Permanence from the Perspective of the Trajectory of Graduates of Vocational Education for Young People and Adults

Abstract

To understand student permanence from the perspective of the school trajectory of the graduates of the National Program for the Integration of Professional Education with Basic Education in the Youth and Adult Modality (PROEJA), of the Federal Institute of Piauí (IFPI), Brazil, we sought to identify the motivational factors and challenges along the way to the longed-for professional training. Held at the Teresina Zona Sul campus, it involved 7 (seven) graduates from the class completed in the first semester of 2023. A constructivist and qualitative approach was used, supported by Vincent Tinto’s key dimensions (2017), with approval from the Research Ethics Committee (CEP), under registration CAAE 70868423.5.0000.5660, and analysis of enunciation with transcriptions using the ATLAS.ti 23 software. The categories ‘motivation’, ‘persistence’ and ‘personal fulfillment’ emerged, aligned with self-efficacy, sense of belonging, perceived value of the curriculum, in addition to the 'education' and 'adaptation' networks. The results point to a student permanence built on overcoming throughout their school career, in which the IFPI’s multi-professional support network was necessary for them to remain and successfully complete their studies. Therefore, investing in formative actions to develop self-efficacy, stimulating interpersonal interaction to foster a sense of belonging, and establishing strategies for the Student Assistance Policy can play a fundamental role in the permanence and success of students on the course.