<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2182-1372</journal-id>
<journal-title><![CDATA[Da Investigação às Práticas]]></journal-title>
<abbrev-journal-title><![CDATA[Invest. Práticas]]></abbrev-journal-title>
<issn>2182-1372</issn>
<publisher>
<publisher-name><![CDATA[Instituto Politécnico de Lisboa - Escola Superior de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2182-13722024000300210</article-id>
<article-id pub-id-type="doi">10.25757/invep.v13i3.415</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Permanência Estudantil na Perspectiva da Trajetória de Egressos da Educação Profissional Para Jovens e Adultos]]></article-title>
<article-title xml:lang="en"><![CDATA[Student Permanence from the Perspective of the Trajectory of Graduates of Vocational Education for Young People and Adults]]></article-title>
<article-title xml:lang="es"><![CDATA[La permanencia del alumnado desde la perspectiva de la trayectoria de los titulados de Formación Profesional de Jóvenes y Adultos]]></article-title>
<article-title xml:lang="fr"><![CDATA[Permanence des étudiants du point de vue de la trajectoire des diplômés de l'enseignement professionnel pour jeunes et adultes]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nascimento]]></surname>
<given-names><![CDATA[Telma Maria dos Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bizarria]]></surname>
<given-names><![CDATA[Fabiana Pinto de Almeida]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pinheiro]]></surname>
<given-names><![CDATA[Leonardo Victor de Sá]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barbosa]]></surname>
<given-names><![CDATA[Flávia Lorenne Sampaio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal do Piauí - IFPI  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontifícia Universidade Católica de Minas Gerais - PUC/MG  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Piauí - UFPI  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<volume>14</volume>
<numero>3</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S2182-13722024000300210&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S2182-13722024000300210&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S2182-13722024000300210&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo investiga a permanência estudantil por meio da análise da trajetória escolar dos egressos do Programa Nacional de Integração da Educação Profissional com a Educação Básica na Modalidade de Jovens e Adultos (PROEJA). O estudo, aprovado pelo Comitê de Ética em Pesquisa (CEP) sob o registro CAAE 70868423.5.0000.5660, abrangeu sete egressos da turma que concluiu o curso no primeiro semestre de 2023. A pesquisa adotou uma abordagem qualitativa, fundamentada nas dimensões-chave de Vincent Tinto (2017), e a análise foi conduzida com o auxílio do software ATLAS.ti 23. A partir das transcrições das entrevistas, foram identificadas categorias emergentes, incluindo &#8216;motivação&#8217;, &#8216;persistência&#8217; e &#8216;realização pessoal&#8217;. Estas categorias foram examinadas em relação à autoeficácia, ao senso de pertencimento, ao valor percebido do currículo e às redes de &#8216;educação&#8217; e &#8216;adaptação&#8217;. Os resultados revelam que a permanência estudantil se configura como um processo de superação ao longo da trajetória escolar, com a rede de apoio multidisciplinar exercendo um papel fundamental na finalização bem-sucedida dos estudos. Com base nessas conclusões, recomenda-se que instituições de ensino invistam em ações formativas que promovam a autoeficácia, estimulem a interação interpessoal para fortalecer o senso de pertencimento e desenvolvam estratégias eficazes para a Política de Assistência Estudantil, visando garantir a permanência e o sucesso acadêmico dos estudantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article investigates student retention through the analysis of the educational trajectories of graduates from the National Program for the Integration of Vocational Education with Basic Education for Youth and Adults (PROEJA). The study, approved by the Research Ethics Committee (CEP) under registration CAAE 70868423.5.0000.5660, involved seven graduates from the class that completed the course in the first semester of 2023. The research adopted a qualitative approach, based on the key dimensions proposed by Vincent Tinto (2017), and the analysis was conducted using ATLAS.ti 23 software. From the interview transcriptions, emerging categories were identified, including &#8216;motivation,&#8217; &#8216;persistence,&#8217; and &#8216;personal achievement.&#8217; These categories were examined concerning self-efficacy, sense of belonging, perceived value of the curriculum, and the networks of &#8216;education&#8217; and &#8216;adaptation.&#8217; The results reveal that student retention is configured as a process of overcoming challenges throughout the educational trajectory, with the multidisciplinary support network playing a fundamental role in the successful completion of studies. Based on these findings, it is recommended that educational institutions invest in formative actions that promote self-efficacy, stimulate interpersonal interaction to strengthen the sense of belonging, and develop effective strategies for Student Assistance Policy, aiming to ensure the retention and academic success of students.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo investiga la permanencia estudiantil a través del análisis de las trayectorias educativas de los egresados del Programa Nacional de Integración de la Educación Profesional con la Educación Básica para Jóvenes y Adultos (PROEJA). El estudio, aprobado por el Comité de Ética en Investigación (CEP) bajo el registro CAAE 70868423.5.0000.5660, abarcó a siete egresados de la clase que completó el curso en el primer semestre de 2023. La investigación adoptó un enfoque cualitativo, fundamentado en las dimensiones clave propuestas por Vincent Tinto (2017), y el análisis se realizó con la ayuda del software ATLAS.ti 23. A partir de las transcripciones de las entrevistas, se identificaron categorías emergentes, incluyendo &#8216;motivación&#8217;, &#8216;persistencia&#8217; y &#8216;realización personal&#8217;. Estas categorías se examinaron en relación con la autoeficacia, el sentido de pertenencia, el valor percibido del currículo y las redes de &#8216;educación&#8217; y &#8216;adaptación&#8217;. Los resultados revelan que la permanencia estudiantil se configura como un proceso de superación a lo largo de la trayectoria educativa, con la red de apoyo multidisciplinar desempeñando un papel fundamental en la finalización exitosa de los estudios. Con base en estas conclusiones, se recomienda que las instituciones educativas inviertan en acciones formativas que promuevan la autoeficacia, estimulen la interacción interpersonal para fortalecer el sentido de pertenencia y desarrollen estrategias eficaces para la Política de Asistencia Estudiantil, con el objetivo de garantizar la permanencia y el éxito académico de los estudiantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Cet article examine la rétention étudiante à travers l'analyse des parcours scolaires des diplômés du Programme National d'Intégration de l'Éducation Professionnelle avec l'Éducation de Base pour les Jeunes et Adultes (PROEJA). L'étude, approuvée par le Comité d'Éthique en Recherche (CEP) sous le numéro d'enregistrement CAAE 70868423.5.0000.5660, a concerné sept diplômés de la promotion ayant terminé le cours au premier semestre de 2023. La recherche a adopté une approche qualitative, fondée sur les dimensions clés proposées par Vincent Tinto (2017), et l'analyse a été réalisée à l'aide du logiciel ATLAS.ti 23. À partir des transcriptions des entretiens, des catégories émergentes ont été identifiées, notamment &#8216;motivation, &#8216;persistance&#8217; et &#8216;réalisation personnelle&#8217;. Ces catégories ont été examinées en relation avec l'auto-efficacité, le sentiment d'appartenance, la valeur perçue du curriculum et les réseaux d'&#8217;éducation&#8217; et d'&#8217;adaptation&#8217;. Les résultats révèlent que la rétention étudiante se configure comme un processus de surmonter des défis tout au long du parcours éducatif, le réseau de soutien pluridisciplinaire jouant un rôle fondamental dans l'achèvement réussi des études. Sur la base de ces conclusions, il est recommandé que les établissements d'enseignement investissent dans des actions formatrices qui favorisent l'auto-efficacité, stimulent l'interaction interpersonnelle pour renforcer le sentiment d'appartenance et développent des stratégies efficaces pour la Politique d'Assistance Étudiante, visant à garantir la rétention et le succès académique des étudiants.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[permanência estudantil]]></kwd>
<kwd lng="pt"><![CDATA[educação profissional]]></kwd>
<kwd lng="pt"><![CDATA[proeja]]></kwd>
<kwd lng="pt"><![CDATA[política de assistência estudantil]]></kwd>
<kwd lng="en"><![CDATA[student permanence]]></kwd>
<kwd lng="en"><![CDATA[professional education]]></kwd>
<kwd lng="en"><![CDATA[proeja]]></kwd>
<kwd lng="en"><![CDATA[student assistance policy]]></kwd>
<kwd lng="es"><![CDATA[permanencia de los estudiantes]]></kwd>
<kwd lng="es"><![CDATA[educación profesional]]></kwd>
<kwd lng="es"><![CDATA[proeja]]></kwd>
<kwd lng="es"><![CDATA[política de ayuda a los estudantes]]></kwd>
<kwd lng="fr"><![CDATA[permanence des étudiants]]></kwd>
<kwd lng="fr"><![CDATA[formation professionnelle]]></kwd>
<kwd lng="fr"><![CDATA[proeja]]></kwd>
<kwd lng="fr"><![CDATA[politique d'aide aux étudiants]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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