<?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>1981-2582</journal-id>
<journal-title><![CDATA[Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Porto Alegre]]></abbrev-journal-title>
<issn>1981-2582</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Rio Grande do Sul]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-25822018000200262</article-id>
<article-id pub-id-type="doi">10.15448/1981-2582.2018.2.27960</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Engajamento acadêmico: desafios para a permanência do estudante na Educação Superior]]></article-title>
<article-title xml:lang="en"><![CDATA[Academic engagement: challenges for student permanence in Higher Education]]></article-title>
<article-title xml:lang="es"><![CDATA[Compromiso académico: desafíos para la permanencia del estudiante en la Educación Superior]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vitória]]></surname>
<given-names><![CDATA[Maria Inês Côrte]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Casartelli]]></surname>
<given-names><![CDATA[Alam]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rigo]]></surname>
<given-names><![CDATA[Rosa Maria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Costa]]></surname>
<given-names><![CDATA[Priscila Trarbach]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontifícia Universidade Católica do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontifícia Universidade Católica do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Pontifícia Universidade Católica do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Pontifícia Universidade Católica do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2018</year>
</pub-date>
<volume>41</volume>
<numero>2</numero>
<fpage>262</fpage>
<lpage>269</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-25822018000200262&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-25822018000200262&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-25822018000200262&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo analisa o engajamento acadêmico e as respectivas implicações pedagógicas. A análise parte do grupo de estudo &#8220;Engagement estudantil, calidad de los aprendizajes y abandono en la universidad&#8221;, do qual fazem parte 11 grupos de pesquisa, desenvolvidos em Redes de Cooperação em seis países distintos. O vocábulo engagement revela-se portador de uma multiplicidade de significados cuja abrangência e complexidade dificultam as tentativas de estabelecimento de um conceito único capaz de congregar os inúmeros aspectos que o compõem. Identifica-se a existência de diferentes tipos de engagement (pessoal, moral, social, profissional, identitário, acadêmico, relacional) que, por se referirem a diferentes aspectos da vida dos indivíduos, são analisados de maneira isolada pelas diferentes áreas do conhecimento. Reflete-se sobre as instituições de ensino superior, que têm buscado estratégias para favorecer não apenas o acesso, mas também a permanência dos estudantes nos cursos universitários de maneira a reduzir a apatia estudantil em face do mundo acadêmico e minimizar os altos índices de evasão.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The article analyzes the academic engagement and its pedagogical implications. The analysis is part of the study group: &#8220;Engagement estudantil, calidad de los aprendizajes y abandono en la universidad&#8221;, is part of 11 research groups, developed in Cooperation Networks in six different countries. The word engagement reveals itself as having a multiplicity of meanings of comprehensiveness and complex difficulty as attempts to establish a unique concept capable of assembling the residues that compose it. We identify the existence of different types of engagement (personal, moral, social, professional, identity, academic, relational) that, because they refer to the diversity of individuals&#8217; lives, are analyzed in isolation in different areas of knowledge. We reflect on how institutions of higher education, which have sought strategies to favor not only access, but a permanence of students in university courses in order to reduce student apathy to the academic world and minimize high rates of evasion.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El artículo analiza el engagement académico y sus implicaciones pedagógicas. Las análisis son parte de una pesquisa del grupo de estudio: &#8220;Engagement estudantil, calidad de los aprendizajes y abandono en la universidad&#8221;, del cual forma parte 11 grupos de investigación, desarrolladas en Red de Cooperación formada por seis países distintos. El vocablo engagement se revela portador de una multiplicidad de significados cuya amplitud y complejidad dificultan los intentos de establecer un concepto único capaz de congregar los innumerables aspectos que lo componen. Identificamos la existencia de diferentes tipos de engagement (personal, moral, social, profesional, identitario, académico, relacional) que, por su vez, son analizados por las distintas áreas del conocimiento. Sobre las instituciones de enseñanza superior, importante decir que han buscado acciones para favorecer no sólo el acceso, sino la permanencia de los estudiantes en los cursos universitarios, para reducir la apatía estudiantil frente al mundo académico y disminuir los altos índices de deserción.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Engajamento acadêmico]]></kwd>
<kwd lng="pt"><![CDATA[Educação Superior]]></kwd>
<kwd lng="pt"><![CDATA[Permanência na Educação Superior]]></kwd>
<kwd lng="en"><![CDATA[Academic engagement]]></kwd>
<kwd lng="en"><![CDATA[Higher Education]]></kwd>
<kwd lng="en"><![CDATA[Permanence in Higher Education]]></kwd>
<kwd lng="es"><![CDATA[Engagement académico]]></kwd>
<kwd lng="es"><![CDATA[Educación Superior]]></kwd>
<kwd lng="es"><![CDATA[Permanencia en la Educación Superior]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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