Reten??o e evas?o escolar na forma??o t?cnica em Agropecu?ria integrada ao Ensino M?dio - um estudo de caso no Instituto Federal de Educa??o Ci?ncia e Tecnologia do Rio de Janeiro-Campus Pinheiral

• Autor(a) principal: Carvalho, Josefina Louren?o de
• Data de Publicação: 2018
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFRRJ
• Texto Completo: https://tede.ufrrj.br/jspui/handle/jspui/4792
• topic: Reten??o e Evas?o Escolar; Curso T?cnico; Agropecu?ria; Educa??o Profissional; Retention and School Evasion; Technical Course; Agriculture; Professional Education; Educa??o

The present research sought to know the main difficulties that have led a large contingent of students of the Technical Course in Integrated Agriculture and Secondary Education offered by the IFRJ, Campus Pinheiral, to retention and school dropout in the temporal cut from 2012 to 2016. The perspective adopted for the examination of the issue was that of the students, who were directly affected by the problem. Thus, the research universe was formed by 53 (fifty-three) students regularly enrolled in the course, with 30 (thirty) students in the first grade, 23 (twenty three) students in the third grade and 12 (twelve) students evaded. The main objective was to investigate the factors that contribute to the occurrence of such phenomena in agricultural technical training, especially in the first series, a period in which there are higher rates of occurrence. This work is a descriptive qualitative research exploratory, whose approach will be done through a case study. The techniques of data collection consist of documentary analysis and semi-structured questionnaire with closed and open questions. The theoretical basis of the case study was supported by authors dealing with the issue of retention and school dropout in Basic Education and in the context of Professional Education, focusing on agricultural education. The results obtained in the research indicate that the main difficulties encountered by the students are intraschool, that is, those engendered by the institution itself, among which are the accumulation of activities, curricular organization, excessive workload, access and entrance to the course, the evaluation system, the conduction of the learning process and adaptation to the school. We believe that the findings from this work may stimulate reflections on the pedagogical process of the technical training in Agropecu?ria at IFRJ/Campus Pinheiral to transform the current scenario, as well as contribute to further studies on the subject in the field of agricultural vocational education and which cover aspects not contemplated in this research.