Evasion from undergraduate courses: a case study at a federal

Abstract

Dropout is a complex process that involves multiple factors, personal or institutional, and can lead the student to abandon the course they are enrolled in, the educational institution or the educational system itself. Understanding the urgency in understanding this phenomenon in the context of higher education, the case study from a qualitative perspective, outlined an overview of dropout rates in undergraduate courses at a public university in the interior of Rio Grande do Sul. The analysis of public institutional data showed that dropout rates in undergraduate courses are related to several factors: personal problems of students, change of residence, distance from family, physical and especially mental health problems, didactics of some teachers, obtaining scholarships/financial aid, learning difficulties, among others. It was found that each year analyzed (2019 - 2022) one of the five courses showed a higher dropout percentage, refuting the correlation between degrees/night courses and the highest dropout percentages. An increase in percentages was also noticed during e afther pandemic period. Among the strategies to combat evasion, there is mention of strengthening the mechanisms already existing in the institution, respecting the actions of the courses themselves, including constant dialogue with regular students, to detect difficulties and potential and implement strategies that correspond to real needs. It is understood that even though it is a specific research, which does not aim to compare the courses in question, the results provide discussion on understanding the phenomenon in higher education, especially in teacher training.