ON THE DEMOCRATIZATION OF ACCESS TO ACADEMIC SUCCESS: INSTITUTIONAL WELCOMING AS A STRATEGY FOR QUALIFIED RETENTION

Abstract

This article analyzes the challenges of student retention in Brazilian public universities based on the discussion of permanent institutional policies for welcoming, caring for, and including students in public higher education. It is based on the understanding that the expansion of access to higher education, intensified by affirmative action and educational democratization policies, requires public institutions to strengthen permanent policies for welcoming, psychosocial support, and academic inclusion. The study aims to discuss the contributions of institutional welcoming policies for the qualified retention of students in situations of social, emotional, and academic vulnerability. It is a qualitative, exploratory, documentary, and bibliographic research, based on theoretical review, institutional analysis, and critical interpretation of Brazilian educational legislation. The discussion addresses issues related to university dropout, student mental health, Multidimensional vulnerability, integral human development, and democratization of higher education. The analysis shows that interdisciplinary and humanized institutional reception policies can contribute significantly to strengthening student retention, promoting mental health, expanding institutional belonging, and consolidating inclusive practices in the university environment. It is concluded that institutional reception constitutes a strategic instrument for the realization of the right to public, democratic, and socially referenced higher education.