Evasão no ensino superior público brasileiro pós-REUNI: um estudo a partir da ESEF-UFPel

Abstract

The present study aimed to analyze the phenomenon of dropout in Brazilian public higher education after the implementation of Reuni (2007). The research was a work proposal inserted in the Human Movement, Education and Society concentration area of the Post-Graduate Program in Physical Education at UFPel. The study is characterized as a quali-quanti research. The research products were systematized in two scientific articles. One of the articles deals with evasion in Brazilian public higher education after REUNI. The study is a systematic review, based on the journals indexed in the SciELO and LILACS databases, in the period from 2010 to 2019, using the terms “higher education” and “dropout”. The analysis of the articles was based on five axes: reasons and / or factors for evasion; dropou policy. Among the (17) articles analyzed, evasion is treated from different theoretical and methodological perspectives. The conclusion of the study corroborates the prerogative of evasion in public higher education as a complex, multi-causal phenomenon, little susceptible to universal solutions. The other article, is a case study, which had as empirical corpus students dropping out of undergraduate courses (day and night) at ESEF-UFPel, who entered the years 2010, 2011, 2012 and 2013. The research methodology consisted of a documentary analysis and the application of a questionnaire to dropout students. The survey results pointed to an average dropout rate from the two courses of 48%; 47% for daytime and 49.5% at night. This rate is similar to the average of UFPEL's degree courses (48%), but it is higher than the national average of Physical Education courses (38%). The difficulty of reconciling work and study was the most prevalent factor for dropout among students in the evening course. However, for students dropping out of the day, this factor appears in third place, behind the disappointment with the course and the change in interest. The greater or lesser preponderance of these and other factors identified among students dropping out of the ESEF-UFPel degree, day and night courses, reinforce the assumptions that the strategies used to minimize dropout in Brazilian public higher education should pay attention to singularities of each institution and, if possible, of each course .