<?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>1981-0431</journal-id>
<journal-title><![CDATA[Linhas Críticas]]></journal-title>
<abbrev-journal-title><![CDATA[Linhas Críticas]]></abbrev-journal-title>
<issn>1981-0431</issn>
<publisher>
<publisher-name><![CDATA[Universidade de Brasília]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-04312022000100131</article-id>
<article-id pub-id-type="doi">10.26512/lc28202243674</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Permanência na educação superior: contribuições teóricas e práticas]]></article-title>
<article-title xml:lang="es"><![CDATA[La retención en la educación superior: aportes teóricos y práticos]]></article-title>
<article-title xml:lang="en"><![CDATA[Retention in higher education: theoretical and practical contributions]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Prado]]></surname>
<given-names><![CDATA[Ruth]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia do Maranhão  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2022</year>
</pub-date>
<volume>28</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-04312022000100131&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-04312022000100131&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-04312022000100131&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O presente artigo tem por objetivo contribuir com o debate sobre permanência na educação superior a partir de uma discussão conceitual que privilegia os dois principais modelos teóricos que tratam do tema. Os modelos de Vincent Tinto e Alain Coulon tratam dos processos de estranhamento do espaço acadêmico, de familiarização e posterior envolvimento ou integração, os quais são analisados sob perspectivas diferentes na tentativa de explicar, sociologicamente, como acontece esse processo. Discutimos sobre as limitações e potencialidades dos modelos citados de modo a subsidiar reflexões e ações que levem em consideração o papel dos envolvidos no processo de permanência na educação superior.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo pretende contribuir al debate sobre la retención en la educación superior a partir de una discusión conceptual que privilegia los dos principales modelos teóricos que tratan el tema. Los modelos de Vincent Tinto y Alain Coulon abordan los procesos de alejamiento del espacio académico, familiarización y posterior implicación o integración, que se analizan desde diferentes perspectivas en un intento de explicar sociológicamente cómo se produce este proceso. Discutimos las limitaciones y potencialidades de los modelos mencionados para sustentar reflexiones y acciones que tomen en cuenta el rol de los involucrados en el proceso de retención en la educación superior.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article aims to contribute to the debate on retention in higher education from a conceptual discussion that privileges the two main theoretical models that deal with the subject. Vincent Tinto and Alain Coulon's models deal with the processes of estrangement from the academic space, familiarization and subsequent involvement or integration, which are analyzed from different perspectives to explain, sociologically, how this process happens. We discuss the limitations and potential of the models mentioned in order to support reflections and actions that consider the role of those involved in the process of retention in higher education.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Permanência]]></kwd>
<kwd lng="pt"><![CDATA[Educação superior]]></kwd>
<kwd lng="pt"><![CDATA[Modelos teóricos]]></kwd>
<kwd lng="pt"><![CDATA[Sociologia da educação]]></kwd>
<kwd lng="es"><![CDATA[Retención]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza superior]]></kwd>
<kwd lng="es"><![CDATA[Modelos teóricos]]></kwd>
<kwd lng="es"><![CDATA[Sociología de la educación]]></kwd>
<kwd lng="en"><![CDATA[Retention]]></kwd>
<kwd lng="en"><![CDATA[Higher education]]></kwd>
<kwd lng="en"><![CDATA[Theoretical models]]></kwd>
<kwd lng="en"><![CDATA[Sociology of education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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