ASSOCIATED FACTORS THE RETENTION AND INTENTIONALITY OF EVASION IN PHARMACY COURSES OF A PUBLIC UNIVERSITY OF NORTHEASTERN BRAZIL

• Autor(a) principal: Alves Cunha, João Paulo
• Data de Publicação: 2021
• Outros Autores: Gois dos Santos, Lívia, Araújo Tavares, Thaís Maria, de Jesus Querino, Josefa, Souza Anacleto de Araújo, Dyego Carlos, Menezes da Cunha Barros, Izadora, Rezende Mesquita, Alessandra, de Carvalho Brito, Giselle
• Tipo de documento: preprint
• Idioma: por
• Título da fonte: SciELO Preprints
• Texto Completo: https://preprints.scielo.org/index.php/scielo/preprint/view/3078
• topic: Evasão escolar; Retenção escolar; Educação Farmacêutica; Ensino Superior; School dropout; School retention; Pharmaceutical Education; Higher Education; Evasión escolar; Retención escolar; Educación Farmacéutica; Educación Superior

The study aimed to evaluate possible factors associated with retention and intentionality of avoidance of the Pharmacy course of a Public University of the Northeast. This is a cross-sectional study conducted between July and December 2019 with students from the two undergraduate courses in Pharmacy, from the Federal University of Sergipe. For data collection, an instrument was used that included: 1) Sociodemographic data and; 2) Factors related to the intentionality of evasion, questions about locking, and failure in modules/disciplines. The study participated in 335 students, 132 from the Lagarto campus and 203 students from São Cristóvão. Of these, 69.30% (n=232) were women, the majority (81.20%) aged between 18 and 24 years, 60.90% (n=204) declared themselves brown, 96.70% were single and 5.10% (n= 17) had children. Regarding failure and intentionality of evasion, 176 (52.50%) stated that they had already failed and 62,10% (n=208) had the intention to drop out of the course. Among the factors that have an impact on the intentionality of the evasion was: "schedule of the disciplines offered", "curriculum matrix", "teaching methodology", "form of evaluation", "relationship between student and teacher/coordinator", "interpersonal relationships", "student assistance", “low remuneration of the professional", "financial difficulties", "lack of study skills", "difficulties of adaptation to the university", "disenchantment or demotivation with the course", "learning difficulties, translated into disapproval and low frequency", "inadaptation with the course" and "mental health problem". The results reinforce the need for strategies that support students during graduation, in order to reduce the impact of retention and dropout in higher education.