Motivos da evasão discente nos cursos de licenciatura do Centro de Formação de Professores da UFRB

Abstract

The phenomenon of dropout has increased in undergraduate courses, causing, among other problems, expenditure of public resources, resulting in a serious compromise in qualification of young Brazilians, in the most varied areas of knowledge. In undergraduate courses, dropout rates become even more evident when compared to other types of knowledge. The increase in dropout rate in undergraduate courses is related to several factors Understanding the reasons that lead to dropout in undergraduate courses at a higher education institution is fundamental to thinking about possible actions to minimize this phenomenon. The present study sought to answer the following question: “What factors are related to student dropout from undergraduate courses at Teacher Training Center of Federal University of Recôncavo da Bahia?” The general objective of the research is to understand the causes of dropout in undergraduate courses at Teacher Training Center (CFP) at Federal University of Recôncavo da Bahia (UFRB). To that end, it was used a quantitative/qualitative methodological approach. The quantitative nature of this research refers to the collection and analysis of data relating to the target audience of this study, with a questionnaire applied to those who had dropped out. As for the qualitative methodology in this study, it enabled an interpretation of results that goes beyond numerical representation, through open questions. Our study regarding the reasons why students from undergraduate courses at that center drop out, highlighted specificities related to the reality of region, in which the university is located, such as: the need to travel due to the fact that they live in neighboring cities; choosing a degree course as the second option; pedagogical relationships; methodological approach to content; how the evaluation is handled; social relations between those subjects. On the other hand, we did not identify a relationship between the family group in which the students were included and dropping out of course. We conclude, therefore, that studies on evasion are important for understanding that phenomenon in Brazilian higher education. However, new strategies need to be taken on that journey, in order to consolidate a theoretical model that understands specificities linked to dropout of Brazilian university students according to the reality in which they are inserted, as evasion cannot be seen from a single perspective.