A evasão escolar nos cursos da educação profissional técnica de nível médio

Abstract

The purpose of this article is to investigate and understand the reasons and trajectories that lead to school dropout in the Technical Vocational Technical Education (EPTNM) at the Federal Center of Technological Education of Minas Gerais (CEFET-MG), Brazil. To this end, a qualitative methodological approach was carried out. The technical procedures of data collection and analysis used involved interviews with students who left EPTNM courses in the classroom, bibliographic survey, documentary study of the institution chosen as an empirical field, in addition to individual semi-structured interviews with coordinators of courses and professionals responsible for sectors of support and social and pedagogical accompaniment of the students. Based on the study, it was possible to perceive that the students who have been evaded attribute the break with the studies to different factors, be they individual, social, economic, family and institutional, which reinforce each other. The study showed that the institutional strategies adopted to cope with school dropout in secondary vocational technical education are still insufficient, revealing the indispensable and continuous challenge of the school in providing conditions of permanence. Confronting the issue presupposes the development of policies, dialogues and effective strategies for pedagogical and assistance monitoring, aiming to improve learning and the production of information that supports the identification of signs of evasion and the creation of prevention mechanisms.