A influência das Práticas Pedagógicas Docentes na Evasão Discente no Curso Técnico

Everton Barbosa Nunes; Antônio Marcos da Costa Silvano

doi:10.1590/SciELOPreprints.2840

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Everton Barbosa Nunes Instituto Federal de Educação, Ciência e Tecnologia do Ceará, Pecém (CE). https://orcid.org/0000-0002-0515-7037
Antônio Marcos da Costa Silvano Instituto Federal de Educação, Ciência e Tecnologia do Ceará, Cedro (CE)

DOI:

https://doi.org/10.1590/SciELOPreprints.2840

Keywords:

vocational education, evasion, pedagogical practices

Abstract

The Brazilian Professional and Technological Education, in recent years, especially from 2000 to 2016, has been undergoing transformations arising from public policies designed to expand and restructure it. Facing these transformations, vocational schools are challenged to rethink and re-signify the way they maintain a link with society. Several aspects need to be observed and questioned in order to contribute to the permanence and success of students in vocational schools. The student dropout is one of the problems faced in professional education, influenced by several factors that weigh on the student's decision to stay or not in the course. Among these elements, pedagogical practices and their relationship with learning and student motivation stand out, providing a greater involvement with the educational institution. The objective of this study was to analyze the influence of the pedagogical teaching practices on the students' dropout in the Electromechanics Technical Course of IFCE/Pecém Advanced Campus. This research was classified, methodologically, as applied, with a qualitative approach, with exploratory characteristics and developed through a bibliographic survey, case studies and experience reports. The results obtained allowed for a better understanding of the occurrence of dropout in the course, listing its possible motivations. It was verified the great importance of pedagogical practices for the permanence of students in the course, because they contribute significantly to the process of teaching and learning.

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Author Biographies

Everton Barbosa Nunes, Instituto Federal de Educação, Ciência e Tecnologia do Ceará, Pecém (CE).

PhD in Engineering and Materials Science from the Federal University of Ceará. He began his education as Mechanical Maintenance Technician at CEFET-CE, graduated in Mechanical Engineering, and completed his master's degree in Engineering and Materials Science at the Federal University of Ceará (2009). He is currently a Full Professor at the Federal Institute of Education, Science and Technology of Ceará, Pecém Campus (CE).

Antônio Marcos da Costa Silvano, Instituto Federal de Educação, Ciência e Tecnologia do Ceará, Cedro (CE)

PhD in Education from the Graduate Program of the State University of Ceará (PPGE/UECE) with emphasis on teacher education in mathematics and the use of digital technologies. Master in Science and Mathematics Teaching from the Federal University of Ceará (UFC -2011) and Specialist in Mathematics Teaching from the State University Vale do Acaraú (UVA-2004), Specialist in Management and Evaluation of Public Education from the Federal University of Juiz de Fora (UFJF-2011) and Bachelor in Science-Mathematics from the State University Vale do Acaraú (UVA-2002). He is an effective teacher at the Federal Institute of Education, Sciences and Technology of Ceará (IFCE) Cedro Campus, Director of Teaching - IFCE Cedro Campus. He has experience in Education and Mathematics, with emphasis on teacher education, teaching and learning of mathematics, working mainly on the following topics: teacher education, teacher knowledge and digital knowledge, mathematics education, didactics and digital technologies, algebra, number theory, algebraic structures, differential and integral calculus, statistics, methodology of mathematics teaching and mathematics laboratory.