Desempenho acadêmico dos egressos do curso de medicina veterinária da Universidade Federal da Paraiba

Abstract

Access to higher education, through public education policies, did not mitigate the dichotomy regarding the admission of undergraduate students, in a way that the impacts of socioeconomic factors on the access, permanence and completion of undergraduate students persist. The present study seeks to identify the socioeconomic profile and its influence on the admission and completion of the course of Veterinary Medicine students at Campus II of the Universidade Federal da Paraíba. The basic data used in this research were obtained from the website of the National Institute of Educational Studies and Research Anísio Teixeira (INEP) and the National Student Performance Examination. The methodology: the sample refers to the socioeconomic profile of Veterinary Medicine students from the Campus of Applied Sciences/UFPB in the years 2013, 2016 and 2019, a total of 115 students. The research is descriptive and qualiquantitative; the statistical model used was Ordinary Least Squares. Among the results obtained: a) blacks and browns together surpassed (14.28%) of white undergraduate students, but only 1 indigenous student in 2019; b) the overall percentage of female students exceeds (40%); c) most students (72%), supported financially by family members, dedicate more than four hours per week to studies; d) mothers of students have higher undergraduate and graduate schooling (51.85%) compared to fathers; e) in 2019, (81.48%) joined the course through broad competition and (19%) through public affirmative action policies. It was possible to ensure that the socioeconomic influence impacts on the academic reality of the students, from their admission to the conclusion of the course. Although public policies of affirmative action have made access possible for descendants of indigenous peoples, brown people and students from public schools, disparities persist.