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Previous issue date: 2016-08-22 / A evas?o escolar ? um fen?meno complexo que tem despertado o interesse de investiga??o de estudiosos quanto a sua ocorr?ncia no ensino superior. O seu entendimento est? relacionado a elementos acad?micos, institucionais, sociais e econ?micos. A pesquisa se caracterizou como um estudo de caso nos cursos presenciais de F?sica, Matem?tica e Qu?mica da Universidade Federal do Rio Grande do Norte e se prop?s a identificar, por meio da perspectiva do evadido, os fatores que t?m levado os alunos a se evadirem desses cursos. Considerou-se o conceito que define evas?o como sendo a sa?da do aluno do curso sem t?-lo conclu?do, com foco no grupo de estudantes desligados pelo tipo cancelamento por abandono de curso, cuja defini??o ? estabelecida no Regulamento dos Cursos de Gradua??o, norma que disciplina o ensino de gradua??o na institui??o alvo do estudo. Para conhecer o perfil dos evadidos e os fatores que os levaram ao cancelamento, foram aplicados question?rios online aos estudantes que ingressaram de 2013 a 2015 e tiveram seu curso cancelado por abandono. De um modo geral observou-se respostas positivas em rela??o aos cursos pesquisados, de modo que 63,55% do total fez a escolha motivados por afinidade com a ?rea ou voca??o, 68,23% tiveram sua expectativa parcial ou totalmente atendida; 49,53% avaliaram os docentes como bons e dos 69 que se consideraram aptos a opinar sobre o curr?culo de seus respectivos cursos, 57,97% o julgaram atualizado. Os dados obtidos revelaram que os fatores apontados como os que mais contribu?ram para a desist?ncia do curso foram ?conciliar trabalho e estudo?, no que se refere aos de ordem pessoal ou socioecon?mica; e ?dificuldade em acompanhar algumas disciplinas?, no ?mbito dos fatores de ordem acad?mica/institucional. Esses dois itens foram assinalados, respectivamente, por 53,27% e 40,19% dos participantes. A necessidade de realizar atividades laborais concomitantemente ? gradua??o refletiu-se, entre outras quest?es, na falta de tempo para dedicar-se ao curso, apontada por 56,07% como dificuldade enfrentada ao ingressar no curso. Sem, obviamente, a pretens?o de ter esgotado o assunto, muito pelo contr?rio, compreende-se que este estudo possa se somar a um conjunto de investiga??es que est?o sendo realizadas, de abrang?ncia micro e macro institucional, visando a discutir, compreender e intervir sobre o fen?meno evas?o no contexto do ensino superior, bem como servindo de subs?dio para a manuten??o ou cria??o de a??es que viabilizem a redu??o das taxas de evas?o na UFRN. / The school evasion is a complex phenomenon that has attracted the scholarly research of interest how their occurrence in higher education. Their understanding is related to academic, institutional, social and economic elements. This research was characterized as a study case in classroom courses of Physics, Mathematics and Chemistry of the Universidade Federal do Rio Grande do Norte (Federal University of Rio Grande do Norte) and proposed to identify, through the dropout's perspective, the factors that have led students to evade these courses. It was considered the concept that defines evasion as the output of the course the student without having it completed, focusing on the group of students released by the type of cancellation by abandonment of course, whose definition is set out in Regulation of Undergraduate Programs, a standard that rules undergraduate education in the target institution of the study. To know the profile of dropouts and the factors that led to the cancellation, were applied online surveys to students entering from 2013 to 2015 and had its course canceled by abandonment. Generally it were observed positive responses to the researched programs, so that 63.55% of the total has made the choice motivated by affinity with the area or vocation, 68.23% had partial or fully attended expectations; 49.53% rated the teachers as good and 69 that were considered able to give an opinion about curriculum of their respective courses, 57.97% judged it updated. The data revealed that the factors identified as contributing the most to the withdrawal of the course were "conciliate work and study", in relation to personal or socio-economic order; and "difficult to keep up with some subjects" within the academic / institutional factors. These two items were marked respectively by 53.27% and 40.19% of the participants. The need for labor activities in the same time that graduation reflected, among other questions, the lack of time to devote to the course, mentioned by 56.07% as difficulty faced when entering the course. Without, of course, claim to have exhausted the subject, on the contrary, it is understood that this study can be added to a all body of research being carried out, micro and institutional macro scope, aiming to discuss, understand and act on the phenomenon evasion in the context of higher education and served allowance for maintenance and/or creation of actions that enable the reduction of evasion rates in UFRN.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/21936 |
| Date | 22 August 2016 |
| Creators | Chaves, Vanessa de Souza |
| Contributors | 85285536472, Pereira Filho, Sebasti?o Faustino, 85288454434, Gomes, Fabiano do Espirito Santo, 00975395467, Barreto, Lais Karla da Silva, 01012660494, Torres, Tatiana de Lucena, Abreu, Cynara Carvalho de |
| Publisher | PROGRAMA DE P?S-GRADUA??O EM GEST?O DE PROCESSOS INSTITUCIONAIS, UFRN, Brasil |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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