Evasão no cursinho pré-vestibular da FCA/UNESP: a interpretação do aluno evadido

• Autor(a) principal: Silva, Richardson Barbosa Gomes da [UNESP]
• Data de Publicação: 2010
• Outros Autores: Guerra, Saulo Philipe Sebastião [UNESP], Araujo, Maria Amélia Maximo [UNESP], Almeida, Loriza Lacerda de [UNESP]
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://ojs.unesp.br/index.php/revista_proex/article/view/160; http://hdl.handle.net/11449/134405
• topic: Student evasion; Cram school; Academic inclusion; Evasión; Curso pre-universitario; Universidad de inclusión; Evasão; Cursinho pré-vestibular; Inclusão universitária

The popular cram schools are voluntary initiatives aimed at people who are not able to afford the cost of private cram schools. The FCA popular cram school integrates a large project from UNESP, which has 30 cram school distributed throughout Sao Paulo State and located in different University units. Among the problems found in popular cram schools, school evasion, characterized when the student quits the course and is very common in this context. Thus, the aim of this work was to identify the profile of the drop out student from the FCA cram school as well as to know the reasons that led them to leave. The survey was conducted in two phases: 1) students´ profile when entering the cram school, through a structured questionnaire, 2) semi-structured interviews by telephone with all the drop out students, trying to identify the reasons that led them to abandon the course. The statistical analysis used was descriptive. Among the reasons that led them to leave, it was found that 65% of the students attributed this attitude to external factors as opposed to 35% who put the internal factors as the decisive reason of their departure. Some of the factors that could be attest for the FCA cram school evasion are: primarily, the heterogeneity of students and their need to work in order to support themselves and their family; students lack of motivation about a long-term success; lack of family encouragement; the difficulty of the student to establish significant personal links with cram school staff and the fact that the professors are mostly undergraduate students from different courses in different areas, with little didactic-pedagogic preparation and inability to work with students' heterogeneity.