<?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>1413-2478</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras. Educ.]]></abbrev-journal-title>
<issn>1413-2478</issn>
<publisher>
<publisher-name><![CDATA[ANPEd - Associação Nacional de Pós-Graduação e Pesquisa em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1413-24782019000100239</article-id>
<article-id pub-id-type="doi">10.1590/s1413-24782019240058</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Evaluación de un programa de apoyo psico-social en torno a los conceptos de persistencia y retención universitaria]]></article-title>
<article-title xml:lang="en"><![CDATA[EVALUATION OF A PSYCHO-SOCIAL SUPPORT PROGRAM ABOUT CONCEPTS OF PERSISTENCE AND UNIVERSITY RETENTION]]></article-title>
<article-title xml:lang="pt"><![CDATA[AVALIAÇÃO DE UM PROGRAMA DE APOIO PSICOSSOCIAL EM RELAÇÃO AOS CONCEITOS DE PERSISTÊNCIA E RETENÇÃO UNIVERSITÁRIA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Armijo]]></surname>
<given-names><![CDATA[Pablo Castillo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zárate]]></surname>
<given-names><![CDATA[Tomas Morales]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carvajal]]></surname>
<given-names><![CDATA[Carlos Miranda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Talca  ]]></institution>
<addr-line><![CDATA[Talca ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Valparaíso  ]]></institution>
<addr-line><![CDATA[Valparaíso ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Playa Ancha  ]]></institution>
<addr-line><![CDATA[Playa Ancha ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<volume>24</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-24782019000100239&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-24782019000100239&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-24782019000100239&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El alto número de estudiantes que fracasa el primer año en educación superior en Chile ha llevado al Ministerio de Educación a crear estrategias de acompañamiento, como forma de elevar índices de retención y evitar la deserción universitaria. Se buscó comprender los significados y alcances del fenómeno de persistencia y retención universitaria, utilizando una metodología cualitativa de estudio de casos (Stake, 1998) desde una perspectiva comunicativo-crítica (Gómez et al., 2006). Los participantes fueron los estudiantes de primer año (cohorte 2015) pertenecientes al programa &#8220;me quedo en la universidad&#8221;. Se constatan diversas evaluaciones positivas y negativas del programa, destacando aspectos de participación, estrategias de aprendizaje, factores motivacionales e incluso elementos como el espacio y la identidad que puedan llegar a establecer con la universidad o con su carrera, que pueden influir en la decisión de mantenerse o desertar del sistema.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The high number of students who fail their first year of higher education in Chile has led the Ministry of Education to create strategies of accompaniment, as a way to raise retention rates and prevent university dropouts. We sought to understand the meanings and scope of the persistence and university retention phenomenon, using a qualitative case study methodology (Stake, 1998) from a communicative-critical perspective (Gómez et al., 2006). Participants were freshmen (cohort 2015) belonging to the program &#8220;me quedo en la universidad&#8221; (&#8220;I stay in University&#8221;). Various positive and negative evaluations of the program are noted, highlighting aspects of participation, learning strategies, motivational factors and even elements such as space and identity that may come to be established with the university or with their career, which may influence the decision to continue or defect from the system.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O alto número de alunos que fracassam no primeiro ano do ensino superior no Chile levou o Ministério da Educação a criar estratégias de acompanhamento, como forma de elevar os índices de retenção e evitar a evasão em universidades. Procurou-se compreender os significados e alcances do fenômeno da persistência e da retenção universitária, utilizando uma metodologia qualitativa de estudo de caso (Stake, 1998) a partir de uma perspectiva crítico-comunicativa (Gómez et al., 2006). Os participantes foram os alunos do primeiro ano (cohorte 2015) pertencentes ao programa &#8220;me quedo en la universidad&#8221; (&#8220;Eu fico na universidade&#8221;). Várias avaliações positivas e negativas do programa são constatadas, destacando aspectos de participação, estratégias de aprendizagem, fatores motivacionais, e até mesmo elementos como espaço e identidade que podem ser estabelecidos com a universidade ou seu curso, que podem influenciar a decisão de ficar ou abandonar o sistema.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[retención estudiantil]]></kwd>
<kwd lng="es"><![CDATA[deserción estudiantil]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[acompañamiento]]></kwd>
<kwd lng="es"><![CDATA[universidad pública]]></kwd>
<kwd lng="en"><![CDATA[student retention]]></kwd>
<kwd lng="en"><![CDATA[student dropout]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[accompaniment]]></kwd>
<kwd lng="en"><![CDATA[public university]]></kwd>
<kwd lng="pt"><![CDATA[retenção estudantil]]></kwd>
<kwd lng="pt"><![CDATA[evasão estudantil]]></kwd>
<kwd lng="pt"><![CDATA[ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[acompanhamento]]></kwd>
<kwd lng="pt"><![CDATA[universidade pública]]></kwd>
</kwd-group>
</article-meta>
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