Permanence Policy in the Brazilian University: Psychology and Social Insertion through Education

Abstract

Abstract Social access and permanence policies changed the profile of Brazilian graduate students, and new demands have required physical and human investments from the federal government. This study aims to discuss the implications of the permanence policy for the practice in psychology in federal higher education institutions, specifically in the context of student assistance in the Northeast of Brazil, using 88 documents from the websites of nine of the 63 federal universities. The interpretative results indicated four Meaning Nuclei: the presence of psychology in student healthcare; the development of teamwork; staff who contribute to the loss of students; and focus on the actions on the student body. These provide topics for further reflection by managers and student assistance professionals, in social insertion actions through education.