A study about evasion and permanence in teacher training courses

• Autor(a) principal: Broietti, Fabiele Cristiane Dias
• Data de Publicação: 2020
• Outros Autores: Arrigo, Viviane, Lopes, Alex Stefano
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista de Ensino de Ciências e Matemática - REnCiMa
• Texto Completo: https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2118
• topic: Evasão; Abandono; Licenciatura; Ciências; Evasion; Desertion; Teacher Training Courses; Sciences.

The objective of this article is to characterize evasion and permanence with a specific focus on teacher training courses based on aspects presented by authors of articles published in national journals of the Teaching area. This is a qualitative research and data analysis was based on content analysis. Articles were analyzed with the aid of the Atlas ti software, with five categories emerging: reasons presented by students for evasion or permanence in the course; analysis of the academic trajectory related to the permanence, conclusion and/or evasion of students; considerations about the phenomenon of evasion from theoretical surveys; comparative analyzes between courses based on calculations of avoidance rates; and, analysis of the impact of public policies on the permanence of students. We found that dropout and permanence phenomena are often related to the characteristics of the university environment and what this context offers, therefore, it is not possible to point out a single factor as responsible for students' decisions. Thus, the identification of aspects that lead students to evade or stay in courses requires an understanding of the characteristics that permeate the university environment, as well as the way they relate to students' expectations and training needs.