Retention in two Technical Courses Integrated to High School at the Federal Institute of São Paulo

• Autor(a) principal: Souza, Leandro Aparecido de
• Data de Publicação: 2022
• Outros Autores: Lima, Tamara de, Rinaldi, Renata Portela, Rinaldi, José Gilberto Spasiani
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Tear: Revista de Educação Ciência e Tecnologia
• Texto Completo: https://periodicos.ifrs.edu.br/index.php/tear/article/view/6021

Abstract: In this study, we analyze the phenomenon of school retention in two technical courses in computer science integrated into high school located on different campuses of the Federal Institute of Education, Science and Technology of São Paulo. The subject in question raises an important problem that involves the expansion of the modality of technical and professional education in high school throughout the country. This article uses a quantitative-qualitative approach, with a temporal cut that covers the years 2016 to 2018. The study allowed us to identify, corroborating the results of other researches, that retention rates are higher in the 1st years of the courses, which is also in agreement with official data from the National Institute for Educational Studies and Research Anísio Teixeira. In addition, in the time frame investigated, retention rates on campuses have decreased over the years, which also converges with the same official data. In the case of the analyzed courses, this decrease may be related to preventive and interventional actions carried out by professors and the technical-pedagogical team. The study also showed that the causes of retention are related to a fragile process of schooling in elementary school, which makes it difficult for the student to adapt to the professional and technological modality and to the integrated, full-time model. Keywords: Technical education integrated to high school. School retention. Federal Institute of São Paulo.