Permanência em cursos de licenciaturas do IFES: problematizações e possibilidades

Abstract

This research analyzes the occurrence of dropout and permanence phenomena in the context of undergraduate courses at the Instituto Federal do Espírito Santo (Ifes), located in the Região Metropolitana da Grande Vitória (RMGV); characterizes evasion and investigates possibilities and strategies to encourage students to remain in the investigated courses; and elaborates proposals to face evasion and promote the permanence of students from Ifes undergraduate courses located in that Region. The study is qualitative and uses bibliographic research, documentary research and semi-structured interviews to carry out field research. The research participants are pedagogues and course coordinators of on-campus undergraduate courses at Ifes campuses located at RMGV: Cariacica campus - Degree in Physics; Vila Velha campus - Degree in Chemistry; and Vitória campus - Degree in Letras - Portuguese Language; and in Mathematics. It uses a framework of theoretical references that supports a critical reflection on teacher education, the phenomenon of dropout and possibilities for student stay in the context of undergraduate courses. For data analysis, the research uses the content analysis technique and based on the discussion of the results, highlights the following summary considerations: the need to provide training on the topic of dropout and permanence in higher education institutions and courses degree, since the lack of clarity makes it difficult to understand and analyze the phenomenon and constitutes an obstacle to facing the problem and obtaining more positive balances; the importance of analyzing evasion based on concepts that show its complex, multifactorial and procedural character; the relevance of identifying the causes of evasion, preferably by course, in an institutionalized way; the potential of the perspective of integration / active involvement of students with the institution for their stays; the importance of organizing a systematic routine to monitor the academic development of undergraduates; the classroom as a privileged space for activities of informative counseling, academic support and integration with the institution; that access to higher education courses without academic support is not inclusive. As a product of this dissertation, from the discussions with the course coordinators and pedagogues / TAEs participating in the research, in the light of the theoretical frameworks and bibliographies adopted, a proposal was elaborated with possibilities for the permanence of the students from Ifes undergraduate courses located in the region surveyed.