A evasão escolar na perspectiva docente e discente: um olhar para a permanência estudantil em cursos técnico-profissionalizantes (nível médio)

Abstract

The research addresses the topic of school dropout in two technical secondary level courses at a State Technical School (Etec) located in the Baixada Santista / SP (the urban area around the Atlantic Port of Santos, Brazil). The courses researched (Technician in Secretariat and Technician in Receptive Tourism) present the lowest and highest student dropout rate respectively. According to data collection, in the period from 2015 to 2017, evasion in these courses ranged from 33 to 54%, which motivated the elaboration of this research. Although admission to a technical course occurs, supposedly, born out the interest of the student, there are several factors that lead students dropping out. The research aimed to investigate and discuss these factors with the participation of active faculty and alumni, as well as the students who have escaped these courses in recent years. It is configured with a quantitative-qualitative approach, with a bibliographical survey, documentary analysis, online questionnaires with students, surveys with teachers of the courses investigated and collective interviews with students, seeking to understand the causes of students' decisions to drop out of school. The work has as theoretical reference authors dealing with the issue of school dropout in the scope of the right to education and Public Educational Policies and the relationship between education and work in professional technical courses, aiming to identify how these subjects understand the problem of evasion and the possibilities political-pedagogical to minimize the problem and favor student stay. The results indicate that school dropout is a complex phenomenon, caused by external and internal factors that often intertwine, and it is necessary to formulate educational policies so that, in fact, the right to education is guaranteed. In the context of the school, the protagonism of the students, the critical reflection on the relations between education and work in professional contexts, the change of school practices (affective, welcoming, pedagogical, among others) and, above all, willingness to listen to actors involved, specially the students, can contribute to the permanence of the students in the school.