Identificação e análise dos fatores de evasão do curso presencial de Licenciatura em Física da Universidade Federal do Ceará – Campus Fortaleza

Abstract

This work aimed to identify and understand the reasons behind the dropout of 29 students from the Physics teaching degree course at the Federal University of Ceará (UFC), Pici campus. To this end, a theoretical-empirical, descriptive, bibliographic, and documentary investigation was conducted, focusing on the qualitative and quantitative dimensions of the phenomenon, aiming to understand dropout from the perspective of the students themselves who left the course. Data were collected through online questionnaires sent to 124 students who dropped out of the course between 2015 and 2019. The study revealed that the main personal reason for dropout was the difficulty in balancing work and studies. Among the institutional factors, the most influential issues were the discrepancy between the reality of the course and initial expectations, as well as problems integrating with colleagues. Lastly, dissatisfaction with the job market in the chosen field was highlighted as the most significant external factor for dropping out. It is concluded that identifying all reasons for dropout in higher education is a complex challenge; however, it is possible to highlight some pertinent causes for creating proposals for institutional actions and public policies aimed at retaining students, considering the specificities of teaching degree courses.