<?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>1676-2592</journal-id>
<journal-title><![CDATA[ETD Educação Temática Digital]]></journal-title>
<abbrev-journal-title><![CDATA[Etd]]></abbrev-journal-title>
<issn>1676-2592</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual de Campinas - UNICAMP]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1676-25922018000300781</article-id>
<article-id pub-id-type="doi">10.20396/etd.v20i3.8649245</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O acadêmico ingressante na educação superior: perfil, escolhas e expectativas]]></article-title>
<article-title xml:lang="en"><![CDATA[University entrant in higher education: profile, choices and expectationsii]]></article-title>
<article-title xml:lang="es"><![CDATA[El estudiante que ingresa en la educación superior: perfil, elecciones y expectativas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferri]]></surname>
<given-names><![CDATA[Cassia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Duarte]]></surname>
<given-names><![CDATA[Blaise Keniel da Cruz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Neitzel]]></surname>
<given-names><![CDATA[Adair Aguiar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Vale do Itajaí  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Vale do Itajaí  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade do Vale do Itajaí  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2018</year>
</pub-date>
<volume>20</volume>
<numero>3</numero>
<fpage>781</fpage>
<lpage>804</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1676-25922018000300781&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1676-25922018000300781&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1676-25922018000300781&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Esta pesquisa, cujo tema &#233; a Educa&#231;&#227;o Superior, tem como objetivo discutir, por meio do perfil do acad&#234;mico ingressante, as pluralidades que comp&#245;em o mosaico juvenil e envolvem a transi&#231;&#227;o do Ensino M&#233;dio para o Ensino Superior. Busca, ainda, pontuar a&#231;&#245;es que interferem na perman&#234;ncia do estudante na universidade. A metodologia utilizada &#233; quali-quantitativa. O instrumento de coleta de dados foi um question&#225;rio on-line com 19 quest&#245;es objetivas aplicado a ingressantes da gradua&#231;&#227;o de uma universidade do sul do Brasil em 2016, 1&#186;. semestre. A an&#225;lise dos dados pautou-se na estrat&#233;gia da triangula&#231;&#227;o metodol&#243;gica, que permite a combina&#231;&#227;o e o cruzamento de m&#233;todos e t&#233;cnicas de pesquisa. Como resultados, sinalizamos: a) o perfil dos ingressantes revela, entre outros dados, que a maioria &#233; do sexo feminino, economicamente dependente da fam&#237;lia e oriunda das escolas p&#250;blicas; b) a participa&#231;&#227;o em atividades culturais, como teatro, cinema, shows e em atividades de lazer, como a pr&#225;tica de esportes, dan&#231;a e academia, &#233; moderada; c) a&#231;&#245;es de acolhimento e atendimento ao discente no curso e a&#231;&#245;es institucionais s&#227;o fundamentais para que a transi&#231;&#227;o de uma etapa escolar a outra d&#234;-se de forma mais tranquila, assim como para a perman&#234;ncia do acad&#234;mico na universidade; d) a maioria dos ingressantes deseja desenvolver habilidades para diferentes possibilidades profissionais e adquirir conhecimentos da &#225;rea de cultura geral. Observamos que o processo de transi&#231;&#227;o do Ensino M&#233;dio para o Ensino Superior &#233; dependente n&#227;o apenas da forma&#231;&#227;o dos ingressantes, mas tamb&#233;m da estrutura que os acolhe. A universidade necessita atuar como um campo de forma&#231;&#227;o espec&#237;fica, mas tamb&#233;m oferecer oportunidades de ampliar o capital cultural dos alunos. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: This research, whose theme is Higher Education, aims to discuss, through the profile of the university entrant, the pluralities that make up the juvenile mosaic, and involve the transition from High School to Higher Education. It also seeks to point out some actions that interfere in the student&#8217;s permanence in the university. The methodology used is qualitative and quantitative. The data collection instrument was an on-line questionnaire with nineteen objective questions applied to entrants of undergraduation courses at a University located in the South of Brazil, in 2016, 1st semester. The analysis of the data was based on the strategy of methodological triangulation, which allows the combination and crossing of research methods and techniques. The results show that: a) the profile of the university entrants reveals, among other data, that the majority are female; they are economically dependent on their families and come from public schools; b) the participation in cultural activities such as theater, cinema, shows and in leisure activities such as sports, dance and keep fit is moderate; c) the actions of welcoming and attending to students in the course and institutional actions are essential so that the transition from one school stage to another occurs in a calm way, and for ensuring the permanence of the student in the university; d) the majority of university entrants want to develop skills for different professional opportunities, and to acquire specific knowledge in the area of general culture. We observed that the process of transition from High School to Higher Education is dependent not only on the education they receive, but also on the structure that receives them. The university must act as a field of specific education, but it must also offer opportunities to increase the cultural capital of the students. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  Esta investigaci&#243;n tiene como tema la Educaci&#243;n Superior y su objetivo es discutir las pluralidades que componen el mosaico juvenil e involucran la transici&#243;n de la Ense&#241;anza Secundaria hacia la Superior por medio del perfil del alumno ingresante. Buscamos, adem&#225;s, destacar las acciones que interfieren en la permanencia del estudiante en la universidad. La metodolog&#237;a utilizada es cuali-cuantitativa. El instrumento para recoger los datos fue un cuestionario on line con 19 preguntas objetivas aplicado a los ingresantes en las carreras de grado en el primer semestre de 2016 en la Universidade del sur de Brasil. El an&#225;lisis del instrumento se paut&#243; en la estrategia de la triangulaci&#243;n metodol&#243;gica, que permite la combinaci&#243;n y el cruce de m&#233;todos y t&#233;cnicas de investigaci&#243;n. Como resultados se&#241;alamos: a) el perfil de los ingresantes revela, entre otros datos, que la mayor&#237;a es del sexo femenino, son econ&#243;micamente dependientes de la familia y oriundos de escuelas p&#250;blicas; b) la participaci&#243;n en actividades culturales como teatro, cine, shows y en actividades de ocio tales como la pr&#225;ctica de deportes, baile y gimnasia es moderada; c) que las acciones de recepci&#243;n y atenci&#243;n al discente, acciones a lo largo del curso e institucionales son fundamentales para que la transici&#243;n del estudiante ocurra de forma m&#225;s tranquila, as&#237; como para su permanencia en la universidad; d) la mayor&#237;a desea desarrollar habilidades para diferentes posibilidades profesionales y adquirir conocimiento espec&#237;fico del &#225;rea y cultura general. Observamos que la transici&#243;n del alumno no depende solamente de la formaci&#243;n de los ingresantes, sino tambi&#233;n de la estructura que los acoge. La universidad necesita actuar como un campo de formaci&#243;n espec&#237;fica, pero tambi&#233;n ofrecer oportunidades de ampliar su capital cultural. ]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Superior]]></kwd>
<kwd lng="pt"><![CDATA[Perfil dos Ingressantes]]></kwd>
<kwd lng="pt"><![CDATA[Cultura Juvenil]]></kwd>
<kwd lng="en"><![CDATA[Higher Education]]></kwd>
<kwd lng="en"><![CDATA[Profile of the University Entrants]]></kwd>
<kwd lng="en"><![CDATA[Youth Culture]]></kwd>
<kwd lng="es"><![CDATA[Educación Superior]]></kwd>
<kwd lng="es"><![CDATA[Perfil de los Ingresantes]]></kwd>
<kwd lng="es"><![CDATA[Cultura Juvenil]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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