Indicadores de permanência e desempenho dos alunos da Universidade Federal do Pará, Campus de Belém: um estudo comparativo entre cotistas e não cotistas ingressantes no período de 2009 a 2011

Abstract

This research aims to evaluate the permanence and the academic performance of students who entered the Federal University of Pará (UFPA), 2009 vestibular us to 2011, through the quota system (shareholders) compared to those who entered the classification system general (not shareholders), based on the analysis of dropout rate, pass rate and course payment rate for these students. The literature review was based on the theme: affirmative action in the world; affirmative action in Brazil; affirmative action to reserve places at UFPA and evasion and performance in higher education. The information used were extracted from the database Selection Processes Center (CEPS) / UFPA and the Integrated System of Academic Activities Management (SIGAA)/UFPA. Methodologically, it was initially used to build two indicators Permanence Indicator (Evasion Index) and Performance Indicator (Approval Rate and Payment Index Course). Subsequently, the calculated values were comparatively analyzed using the Binomial Test BioEstat 5.0 statistical software. The results showed that the permanence of the "Shareholders" is statistically equal to or greater than the "No Shareholders", based on comparative analysis of dropout rates calculated for the 12 most demanded courses and 05 less defendants, composed of crop study. Still using the comparative analysis to the approval rate and the course of payment rate, it is evident that the quota students have lower academic performance in relation to non-quota holders, as in most cropping courses studied the calculated values are statistically similar between the two groups. The results also show that the policy of affirmative action vacancies reserve established in UFPA, appears as a wise and inclusive public policy, opposing the questions that would be academic losses related to the quality of higher education in this institution since its implementation