Estudo dos motivos envolvidos na evasão do ensino superior presencial em uma instituição privada do estado do Paraná

Abstract

Higher education drop out is considered a complex global phenomenon because it shows a conceptual diversity and because it involves many aspects which refer to the teaching structure, the organization and operation of the institutions, the pedagogical choices, the social, educational and economic policies, and those that remit personal life and academic routine of the students. It is also considered a serious problem for triggering economic and social losses for the educational institutions and society. For the students, this includes emotional issues that can affect their mental health. The objective of this study was to identify and analyze the reasons that can lead to drop out in higher education courses offered in the on-site modality at a private university in the state of Paraná. The methodological design followed was quantitative descriptive analysis. To collect data the Motivation for Higher Learning Drop Out Scale, which evaluates the force of potential reasons in active students, and a socio-demographic questionnaire were used. The understanding of the motive and the reasons for how to structure actions in coping with drop out in the academic community was sought through the contributions of historical-cultural psychology. The sample of this study was composed of 293 students from courses which showed the greatest percentages of drop out in the first semester of 2018 (data reported by the institution studied); being that 56.4% were female gender (N=167) and 42% were of the male gender (N=126), with a mean age of 22.4 years. It was possible to ascertain the indicators of very strong and strong motives for drop out; and it was possible to identify the predominant dimensions: Interpersonal Relationship (32.2%), Academic Performance (30.3%), Autonomy (27.6%), followed by Institutional Motives (21.1%), Career (18.7%), Lack of Support (16.7%), and lastly, the Vocational Motives (5.4%). These data call attention to the importance of the student´s adaptation to the educational environment which involves the perceived support in social exchanges and through services offered by the institution in reconciling the academic routine with familial and professional routines, as well as the pedagogical accompaniment difficulties faced in understanding the content.