SCHOOL EVASION IN PROFESSIONAL AND TECHNOLOGICAL EDUCATION:

DIAGNOSIS IN MIDDLE LEVEL TECHNICAL COURSES CONCOMITANT AND SUBSEQUENT MODALITY AT CEFET-MG, CAMPUS ARAXÁ

Abstract

The present study intends to investigate the problem of School Dropout in Professional and Technological Education (EPT) in secondary level technical courses, subsequent and external concomitant modalities, in an institution of the Federal Network of Professional, Scientific and Technological Education (RFEPCT): the Federal Center for Technological Education of Minas Gerais (CEFET-MG), Araxá Campus. This work supported a more comprehensive dissertation project that analyzes the reasons behind student dropout. Given the recognition of evasion as a complex and multifactorial challenge, and understanding diagnosis as a process of identification, analysis and evaluation of a problem, condition, or situation; The general objective of this study is to establish a quantitative diagnosis of students who dropped out in the period from 2018 to 2022. The methodology imposed for this exploratory research of a quantitative nature was based on the collection of secondary data provided by the Nilo Peçanha Platform (PNP), an environment virtual platform intended for the collection, validation, and dissemination of official RFEPCT statistics. Management indicators were chosen that categorize data by “enrollment cycles”, in which each student can be classified into one of three situations: dropped out, retained, or graduating. The resulting diagnosis made it possible to identify students who dropped out throughout the training period, providing an objective view of the extent of the problem, as well as revealing patterns and seasonal variations. From this information, we understand the severity of school dropout rates, highlighting the prior need to implement measures to reduce them and highlighting the importance of quantitative methods in the analysis of educational problems.