THE IMPACTS OF INSTITUTIONAL AND PEDAGOGICAL DEMANDS ON THE LIVES OF UNIVERSITY STUDENTS WHO BALANCE WORK AND STUDY

Abstract

This study analyzes the impacts of institutional and pedagogical demands on the lives of university students who combine work and study, considering the fundamental rights to health and education. The research presents a qualitative approach, a bibliographic and documentary nature, and an exploratory and descriptive purpose. The study articulates Brazilian legislation with scientific works on student retention, mental health, academic organization, and conditions of participation of working students in higher education. The analysis identifies that the overlap of professional, academic, family, and commuting activities can limit the time dedicated to rest, learning, and university participation. However, the effects of this combination vary according to working conditions, available resources, and institutional support, making it impossible to establish an automatic relationship between work and illness. It is argued that the effectiveness of the right to education involves material and pedagogical conditions for retention, in addition to enrollment. It concludes that student assistance, assessment planning, service accessibility, and articulation with the health network constitute relevant measures for an academic education compatible with health protection and the diversity of student trajectories.