Evasão escolar no Instituto Federal Sul-rio-grandense : um estudo de caso no Campus Passo Fundo

Abstract

This dissertation, which has as its theme School Evasion at the Instituto Federal Sul-Rio- Grandense: a case study at Passo Fundo Campus , results from a statistical, documental and bibliographic research. The intention is to understand the Evasion phenomenon in two dimensions: firstly, by presenting some statistical data which, even being particularly related to two courses and to groups which started studying in 2009, are relevant and indicative of a wider phenomenon and, secondly, bringing into light and analyzing some reasons which lead students to abandon the classroom. The theoretical reference is based on researchers who have been studying the school evasion phenomenon, among whom we cite Ávila (1992), Aranha (2003), Arroyo (1993), Charlot (2000; 2002; 2005), Digiácomo (2005), Gurgel (1997), Oliveira (2001), Pereira (2003), Santos (2004), Schargel and Smink (2002). In relation to the documental analysis, internal documents of the Institute were studied as well as the federal legislation which regulates the Institutes. The study was organized into three chapters: the first one reconstructs some historical elements of the Brazilian professional education since the School of apprentices and craftsmen, passing by the Expansion Plan of the Federal of Education until the creation of the Federal Insttutes of Education, Science and Technology, according to the Law n. 11892, from December 29th , 2008; the second chapter conceptually discusses the school evasion based on a bibliographic review on the cited authors, in an attempt to understand the evasion as part of processes which result in school fail; the third chapter presents data about evasion in the courses Mechanics Technician and Informatics Technician , from the Instituto Federal Sul-riograndense, Passo Fundo campus, considering the groups which entered the first and second semesters of 2009. Also, the school subjects in which students failed most in both courses are highlighted, as well as the number of students who concluded the course in the regular estimated time. Those data were confronted with the perspectives studied by the authors, aiming at amplifying the understanding of the evasion phenomenon. The research allows us to conclude, inside its limits, that not only economical factors in relation to the conditions to afford a course justify the high levels of evasion. The big majority of evaded students reveals the impossibility of conciliating both studies and job routine as the cause of their evasion, even being aware of the fact that education may generate new social opportunities for labor market. The changes in the economy scenery and the increase in job vacancies give students an opportunity to be absorbed by the labor market, but at the same time, they cannot conciliate this new reality with their studies.