EVASÃO NO INSTITUTO FEDERAL DE MATO GROSSO DO SUL (IFMS): o Curso Superior de Tecnologia em Sistemas para Internet

Abstract

The purpose is linked to Search Line 1 – History, Policies, Education of the Doctorate Master Course of the Graduate Program in Education of the Federal University of Mato Grosso do Sul Foundation/PPGEdu/UFMS. The research analyzes the evasion in the Technology Course in Internet Systems, offered on the campuses of Aquidauana and Campo Grande, of the Federal Institute of Education, Science and Technology of Mato Grosso do Sul – IFMS. The theoretical foundation is supported by authors who investigate higher education policies and who use in their analysis the contributions of historical-dialectical materialism. The methodological procedures adopted to carry out the research were: document analysis; literature review; the survey and analysis of institutional data relating to dropouts; and the application of questionnaires to dropout students. Through the analysis, we show that higher education policies in Brazil follow the guidelines of international organizations, including the World Bank, and that the democratization of access to higher education is characterized by a marked expansion of enrollments in the private sphere. We identified that the creation of the Federal Institutes of Education, Science and Technology, in 2008, brought a new concept of professional and technological education. We found that, through the systematic survey in the academic system of the IFMS, from 2011 to 2015, the dropout rate in the investigated course was 79.5% in the Campo Grande campus and 85% in the Aquidauana campus. The questionnaire applied to dropout students had the participation of 57 students, and presents as main data on the socioeconomic profile of students that around 82% are aged between 23 and 40 years old, 78% of the interviewees have a per capita income of less than 1.5 minimum wage, 60% declared to be married or have a stable union, 84% are male, around 51% declared to be black/ a or brown, and 42% of the interviewees fathers and mothers did not complete elementary school. Based content analysis technique, we categorize and analyze the determinants of dropout in the investigated course, thus, we found that reconciling work and study was one of the individual determinants that contributed to the student's evasion from the course, being appointed by 43% of respondents from the Aquidauana campus and on the Campo Grande campus, 50% of the students. Regarding institutional determinants, we identified that the students' difficulties in being able to follow the teaching methodology were determinant for them to drop out of the course, on the Aquidauana campus this reason was pointed out by 56% of respondents, on the Campo Grande campus 23% of were interviewed. Finally, in order to favor student permanence, based on the information collected, we suggest improving discussions within the IFMS that focus on actions and methodologies that favor student permanence; enable the offer of basic and leveling courses, related to the general and specific subjects of the course, which make it possible to reduce the learning difficulties of students; and expand the offer of pedagogical training courses to teachers, courses that aim at pedagogical and inclusive methodologies.

Keywords: Evasion. Federal Institute. Higher Education.