Relação da Evasão Escolar com as Práticas Docentes: um Estudo de Caso Exploratório em uma Instituição do Ensino Superior

Abstract

According to the Federal Constitution of 1988, education is a heritage asset and, as such, it generates an obligation for the State to offer and guarantee quality, which implies the need for the State to invest public resources in order to meet the needs of the public. this demand. Given this scenario, school dropout is a worrying fact as it implies economic and social losses. Economic, in view of the loss of public and social investments, due to the fact that it implies the insertion of less prepared professionals in the job market. The present study is a research carried out in the advanced campus of a higher education institution in the interior of Minas Gerais, whose methodology was the case study of an exploratory nature. The research explores the relationship between school dropout and teaching practices, aiming to diagnose the scenario presented in the institution under study. As the main source of information, the evaluation reports applied at the institution were used, considering the results from the report for the year 2015/2016, in which information from the researched campus was included. Based on the results presented for the dimensions dealt with in the institutional evaluation reports, especially the one that analyzes questions related to the Policy for Teaching, Research and Extension, it can be concluded that the teaching practices adopted do not have a negative impact on the students' decision to drop out of the institution. The percentages presented in the statements evaluated in that dimension denote a high level of students' satisfaction in relation to teaching practices, contributing to the feeling of integration and belonging and reflecting on the dropout rates in the institution. As an additional result of the work, a framework was proposed whose steps can be followed in order to perform similar future works, using the CPA reports as sources of information.