| dc.description.abstract | This dissertation had the general objective of study student mobility journey of the
undergraduate course in Administration at the UFMG, Campus Montes Claros, from 2009 to
2018, considering the context of expansion of federal higher education, policies and programs
(ENEM/SISU and REUNI) that have expanded access to education for different groups from
different regions. We also sought to address the evasion of these students in the context of
educational expansion. In this research, "students mobility" are defined as those entering the
Administration course who were not born in the city. The use of the term 'journey' allows us to
get away from the macro view of migration and allows us to demonstrate the challenges and
obstacles encountered in the trajectory of each student. The research points out that the student
moves from one place to another with a project, which was called the student project.
Throughout the journey, this project is reformulated, and may even lead to dropping out. This
work used a mixed quantitative and qualitative research approach, of an exploratory, cross sectional, and descriptive nature. The quantitative approach made it possible to describe the 171
mobile students who participated: 54 (31.6%) of them were former students, 57 (33.3%) had
dropped out, and 60 (35.1%) were still studying. To analyze the journeys, the challenges of
reformulating the project and the evasion of students mobility, 19 interviews were carried out,
and the results showed that most mobile students are people who have a history of mobility,
and that their journeys are not linear, but are marked by different challenges and negotiations.
It was found that students reformulated their student projects and included new projects in their
journey, that the ENEM/SISU public policies and the importance of institutional support
(student assistance) and family contributed to the mobility to occur. Furthermore, it was found
that the school dropout is not associated with mobility or the economic factor, but rather with
other factors such as the desire to enter another course. | |
