Os desafios pessoais e as dificuldades estudantis compartilhadas por estudantes-trabalhadores e trabalhadores-estudantes no curso de Licenciatura em Química da Universidade Federal de Uberlândia

Abstract

In Brazil, there is a significant number of students who need to work to support themselves and/or help their families with financial needs, thus creating two large groups: "working-studend" and "studying-worker". These individuals face several personal structural challenges, mainly related to balancing work and school demands, directly impacting their performance at work and in their studies, as well as their ability to remain in university and their physical and mental health. Thus, this research sought to identify and analyze the profiles, routines, and challenges faced and shared by working-studend and studying-worker in the Chemistry Graduation of Universidade Federal de Uberlândia, in order to enable reflective processes seeking possible improvements and adaptations for the Licentiate program in conjunction with management, coordination, and faculty. For this purpose, a qualitative and quantitative research was carried out, in which 15 (fifteen) students from the Chemistry Graduation course (night shift) participated in the data collection, answering the discursive and objective questions presented in the questionnaire sent via Google Forms. The analyses presented in this work were based on the responses provided by the participants, seeking to: ascertain similarities between the challenges faced by students in the course, understand the students' adapted routines to reconcile studies with work, provide information on means of transport and transfers, proposals for improving the course, among other issues. Thus, this research concluded that the reconciliation between work and study results in significant academic deprivation, with more than 80% of students unable to participate in scientific initiation programs, extension projects, and conferences. Furthermore, a deficit in institutional support was identified, especially regarding the incompatibility of tutoring and office hours. It is concluded that the retention and success of these working-studend and studying-worker depend on pedagogical flexibility and institutional policies that recognize the complexity of the routine of those who divide their time between the classroom and the job market.