Dropout in professional and technological education: a view of academic production

Abstract

The interruption of studies plagues education levels in Brazil. This study aims to summarize how school dropout rates in face-to-face technical courses at the secondary level, offered in concurrent and subsequent forms in Brazil, have been addressed in Brazilian scientific production from 2015 to 2025. To this end, a systematic literature review was used as a methodology to understand and consolidate knowledge about the phenomenon, thus classifying its nature as basic, with exploratory objectives and a qualitative approach. Searches were conducted on the CAPES journal portal, SciELO Brasil, and Web of Science, resulting in 727 articles, of which 14 met the inclusion criteria after removing duplicates and applying filters related to modalities, the format in which the course is developed, and contextual aspects. The results indicate that the term “dropout” and the form of classification are understood in a heterogeneous way, that is, without consensus among researchers. Among the most recurrent reasons are financial difficulties, the need to reconcile study and work, pedagogical problems, lack of identification with the course, among others. The strategies found focus on actions to monitor and welcome students, strengthen student assistance, train teachers, map dropout factors, and improve the structural conditions of institutions. When analyzing the objects of study, there is a concentration of research carried out in Federal Institutes (92% of articles), which represent less than 8% of enrollments, revealing gaps in the representation of private, state, and S System institutions.