POLÍTICA NACIONAL DE FORMAÇÃO DE PROFESSORES: UM ESTUDO SOBRE A EVASÃO NO CURSO DE PEDAGOGIA

Abstract

Faced with the expansion of higher education, resulting from the implementation of public policies to expand access, discussions on democratization, permanence, graduation and dropout gained prominence on the national scene. This article aims to analyze the motivations that culminated in the dropout of students from the Pedagogy course, in person, at a federal university in the interior of the state of Minas Gerais. The methodological procedures adopted to carry out the study were based on the application of an online questionnaire on Google Forms and the performance of two semi-structured interviews via Google Meet. The project was submitted to Plataforma Brazil and the Research Ethics Committee, obtaining a favorable opinion. The data were analyzed using the Sociology of Higher Education productions as a reference, specifically themes related to access, permanence, evasion in higher education (COULON, 2008; TINTO, 1975) and teacher training. The data showed that, among students who did not request support from student assistance, the main conditioning factor for evasion refers to the incompatibility of schedules between work and study, followed by the change of course. Among the students who benefited from student assistance programs, the most prominent reason is the lack of interest in the field. The data reinforce the importance of the role of permanence policies that act both to supply the material and symbolic conditions related to the permanence of students in educational institutions.