Motivações para evasão e permanência em um curso de licenciatura em química: o que dizem alunos e ex-alunos?

Abstract

The present work aimed to study the dropout phenomenon in the Licentiate Degree In Chemistry course at a federal university in northern Paraná, highlighting the main motivations that lead enrolled students to drop out of the course. We understand that dropout is an inherent problem in Licentiate Degree courses in the country, in which, according to data released by the MEC (BRASIL, 2019), only 12% of students entering public institutions are able to complete their training. Research related to the subject also points out that there are several reasons that lead students to drop out of courses, including: the relationship with work, family problems, the lack of appreciation for the profession, among others. The methods used were a bibliographic review of the phenomenon in the main journals of Education of National Sciences, from the review a questionnaire was built that was answered by evaded, graduated and regularly enrolled student, contrasting the data obtained through the questionnaire with the theory , it was possible to find several common aspects for the reason for the dropout between them: the choice of the course as another option than the first, changing the course for another, lack of belonging, difficulty of subjects, relations between students and teachers and also factors that contribute or contributed to the permanence, such as the participation in extracurricular projects (scientific initiation, teaching initiation, pedagogical residency) or simply collective housing favoring social integration. Given the results found, it is understood that some aspects within the university need to be reviewed, such as the importance of extracurricular activities, the dynamics between professor and student, support programs for subjects categorized as high difficulty and informative programs on the relevance of social integration as well as activities that facilitate these integrations.