Possíveis preditores de permanência e evasão em cursos de pedagogia a distância

Abstract

The last decades of the higher educational scenario are characterized by the discussion of democratization in teaching and, consequently, the development of Distance Education (DE), as a methodology that offers society ample opportunities for training. However, even with so many possibilities, the high dropout rate in higher education courses is a characteristic and in recent years it remains around 11% and 25% of dropouts according to data from the Higher Education Census (2017). The factors that contribute to the permanence and evasion of students are multivariate and in this sense the research is guided by the following question: what factors can contribute to the permanence or can generate evasion of students in distance education courses? The objective was to identify possible predictors of dropout and permanence for distance education courses. The methodology adopted was descriptive and analytical, with qualitative and quantitative characteristics. Sixty-two students and 37 formerstudents participated in 2 pedagogy courses, offered by public and private institutions. Based on a systemic review, a specific inventory was prepared in digital format. Based on the data, it was possible to obtain elements present in the behaviors of dropouts and students who remained. It was found that the choice of the dreamed course and to which the student consciously directed, considering even the modality, is an important predictor for permanence, however, it is not, in isolation, a determining factor. Other relevant factors are the flexibility of organizing the studies, making it possible to reconcile work, family and study. Alongside this, academic demands, when excessive, factors inherent to the management / offer of the course, personal factors, such as financial, proved to be decisive for abandonment.