Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2017-01-24T11:15:28Z No. of bitstreams: 1 2015 - Gl?ria Maria Silva Pina.pdf: 7470736 bytes, checksum: 3e0c1e1d4d8b9bb8994253b93648caeb (MD5) / Made available in DSpace on 2017-01-24T11:15:28Z (GMT). No. of bitstreams: 1 2015 - Gl?ria Maria Silva Pina.pdf: 7470736 bytes, checksum: 3e0c1e1d4d8b9bb8994253b93648caeb (MD5) Previous issue date: 2015-10-27 / School dropout is a phenomenon that occurs at educational institutions, both public and private. The actions of the government regarding education find themselves disconnected from the reality of problems like abandonment, retention or even premature passing, where the variables that interfere in each student?s school process are not perceived. The objective of this research was to discover the causes of dropout in the Business Administration and Marketing technical course (CTADEM) at Col?gio Dom Agostinho Ikas (CODAI), in the period between 2010 and 2013, conceptualizing dropout and its developments, mapping the causes of school dropout, highlighting its motivations from the point of view of students and teachers, and presenting possible actions that aim to minimize it. With this intent we utilize a qualitative methodology interlaced with the exploratory character Case Study technique. As instruments, we use questionnaires with registered students and students who have dropped out and interviews with the students at CTADEM. In the analysis of our discoveries, we investigate the motives and reasons that lead to a student dropping out, dealing with the perceptions of social players, understanding their concepts about school dropout, motivations of school permanence, searching for contributions that can be useful toward the decrease of dropout rates at CTADEM, their limits and possibilities, interlaced with the views of theorists involved in this investigation. In this way we have noticed a reality that points to several aspects, such as family problems, geographical aspects, unprepared high school graduates, outdated physical infrastructure and school environment, hindering better integration and educational quality, as well as the need to evaluate CTADEM according to the current MEC criteria and restructuring of its curriculum. These perceptions can contribute not only to make teachers aim a continuous improvement of their activities, but also to aid CTADEM in its efforts toward a better school performance, constructing strategies to confront school drop out with possible reflections in the quality of instruction, and the educational, social and economic development of these students / A evas?o escolar ? um fen?meno que acomete as institui??es de ensino, sejam elas p?blicas ou privadas. As a??es do governo diante da educa??o encontram-se desconectadas da realidade em problemas como abandono, repet?ncia ou mesmo na aprova??o, onde n?o se percebem as vari?veis que interferem no processo escolar do aluno. Esta pesquisa teve como finalidade conhecer as causas da evas?o no Curso T?cnico em Administra??o Empresarial e Marketing (CTADEM) do Col?gio Agr?cola Dom Agostinho Ikas (CODAI), no per?odo compreendido entre 2010 e 2013, conceituando a evas?o escolar e seus desdobramentos, mapeando as causas da evas?o escolar, destacando suas motiva??es sob o ponto de vista dos discentes e docentes, apresentando possibilidades de a??es que visem minimiz?-la. Para este intento utilizamos a metodologia qualitativa entrela?ado com a t?cnica de Estudo de Caso de car?ter explorat?rio. Utilizamos como instrumentos question?rios mistos com os discentes ingressos e evadidos e entrevistas semiestruturada com os docentes do CTADEM. Na an?lise das descobertas investigamos os motivos e raz?es que levam o aluno a se evadir, tratando das percep??es dos atores sociais compreendendo seus conceitos sobre evas?o, motiva??es da perman?ncia, buscando contribui??es que possam ser utilizadas visando a diminui??o da evas?o no CTADEM, seus limites e possibilidades, entrela?ados com os olhares dos te?ricos envolvidos nesta pesquisa. Nesse caminhar apreendemos uma realidade que aponta diversos aspectos, como problemas familiares, aspectos geogr?ficos, o despreparo oriundo do ensino m?dio, infraestrutura f?sica e ambiente escolar inadequados com as modernidades, dificultando uma melhor integra??o e qualidade de ensino, bem como necessidade de avalia??o do CTADEM pelos crit?rios atuais do MEC e reestrutura??o da grade curricular. Essas percep??es podem contribuir n?o apenas para que os docentes visem uma melhoria cont?nua de suas atividades, mas tamb?m auxiliar o CTADEM na busca de um melhor desempenho da institui??o como escola, construindo estrat?gias para o enfrentamento da evas?o escolar com poss?veis reflexos na qualidade de ensino, desenvolvimento educacional, social e econ?mico desses alunos