Evasão discente no ensino superior: estudo de caso na Universidade do Estado de Mato Grosso – Campus Pontes e Lacerda

Abstract

Student dropout is a problem that affects all levels of education in the country, causing financial and social losses. Reflecting on evasion, the history of national higher education was briefly reported, leading to the expansion, access and permanence in higher education, culminating in the approach of history, motivational factors and consequences of evasion. Using as theoretical basis authors such as Amaral (2013), Andriola (2003, 2005, 2009), Cislagui (2008), Dias et al (2010), Lobo (2012), Lima and Zago (2018), Meneguel (2017), among others, means have been developed to fulfill the purpose of the research presented, responding to the objective of identifying the motivational factors of evasion at the University of the State of Mato Grosso, Campus Pontes and Lacerda, in the courses of Licenciatura em Letras, Bachelor in Zootechnics and Bachelor of Laws, in the period from 2018 to 2019. Through a descriptive-exploratory typology research, with a quantitative approach, with a case study and field research characteristic, the primary data was highlighted: 169 students in a evasion situation, whose data collection highlighted 54 respondents through an electronic questionnaire and, for secondary data, a documentary research was carried out with the institution. Data analysis showed that the most representative factor for dropout is the difficulty in reaching the Campus, followed by: difficulties in reconciling studies and work, financial difficulties, health problems and difficulties in accessing student assistance. The results also showed that, among the dropout students, students from families with deficient schooling, economically disadvantaged, single and without children stood out as a generality. It is also noteworthy that, the alumni of the Literature and Law courses were, in their majority, working students, already in the Zootechnics course the students in their plurality, occupied themselves only with academic activities while they were enrolled. Concluding the data analysis, it is highlighted that the most representative factors for dropout among respondents are of external origin, and not of institutional origin, with access to student assistance being the most relevant internal problem. Thus, the need to expand student assistance is understood, creating strands of psychosocial support focused on the difficulties and peculiarities pointed out by the interviewees and also on the particularities of the researched locus.