Retenção e evasão escolares no bacharelado interdisciplinar em ciências exatas da Universidade Federal de Juiz de Fora

Abstract

This dissertation, result of a research held in Professional Masters in Management and Evaluation of Public Education of CAED/UFJF, presents as its theme the retention and school dropout in higher education, specifically among students of Interdisciplinary Bachelor in Exact Sciences of Federal University of Juiz de Fora (UFJF). The term evasion, for this research is considered to be the shutdown of his academic course, both out of UFJF - abandonment, enrollment cancellation, dismissal, transfer - and for another course of the institution - internal transfer or a new entrance selective process. Regarding retention, this study associates the failures suffered by the academic along his course, which he remains tied, that implies the expected time is exceeded complete curricular graduation by the student. From the above mentioned course prerequisites structure, frequent cases of low academic performance have been checked, especially in the early disciplines. Retention in these disciplines has hindered the development of academic within the courseand it is possible thus raise the hypothesis that the fact that the student does not present such developments contribute to the cases of evasion, and allows the investigation of factors that have favored this worrying educational situation. Thus, this study is justified by noting that both the local and national level, higher education institutions have, over the years, facing considerable problems related to evasion and/or repetition among their academics. Considering this scenario, this thesis seeks to analyze retention and dropout among students of the first cycle of the Interdisciplinary Bachelor of Exact Sciences of UFJF considering documentary research and theoretical framework on the subject, in addition to conducting interviews with teachers and managers of the institution. Finally, two intervention actions were proposed - creation of a pedagogical support activity and a monitoring of academic performance program - aiming the improvement of student performance, and as a possible consequence, allow academics to successfully complete their course and in the appropriate time, reducing cases of failure and dropout.