As possíveis causas da evasão no curso de Licenciatura em Pedagogia: uma proposta interventiva para o Ifes Campus Itapina

Abstract

This Intervention Project, titled "The possible causes of dropout in the Pedagogy undergraduate course: an intervention proposal for Ifes Campus Itapina," addresses the various barriers faced by students in remaining in higher education. Its general objective is to analyze the possible causes of student dropout in the Pedagogy undergraduate course at Ifes Campus Itapina, within a cohort from 2015/1 to 2023/2. This is an intervention research project using a qualitative approach, which, in addition to a literature review, produced data through the administration of an online questionnaire to students who had dropped out and a focus group with institutional staff members who work directly with the course's students. For the discussions on dropout, the studies of authors such as Silva Filho et al. (2007), Santos, Lima, and Ramos (2022), Martins (2022), Sales Junior et al. (2016), Nierotka, Salata, and Martins (2023), Baggi and Lopes (2011), and Sousa and Nunes (2023) were used as theoretical references. These studies emphasize problems related to academic issues, students' expectations regarding their education, the institution's location, and the socioeconomic condition of the students, among others. The analysis of the data produced in the research was based on the analytical categories proposed by Bardin (1977). It was found, therefore, that in the Pedagogy undergraduate course at Ifes Campus Itapina, the factors associated with dropout are diverse. The prevailing reason for the student's decision to withdraw was a combination of individual factors, with most students dropping out because they could not reconcile their studies with work. The intervention proposal of this research was the creation of a Technical-Technological Product, in the form of an Intersectoral Action Plan, which aims to encourage former students to return and complete the course, in conjunction with the policies already adopted by the Campus. It is concluded that this Action Plan seeks to contribute to reducing the dropout rate in the Pedagogy course and, consequently, to promoting students’ access, retention, and academic success until graduation.