A GARANTIA DO DIREITO À EDUCAÇÃO: PERSPECTIVAS DE ENFRENTAMENTO ÀS CAUSAS DA EVASÃO NA EDUCAÇÃO SUPERIOR DOS INSTITUTOS FEDERAIS

Débora Rogéria Neres de Souza Garcia; Carina Elisabeth Maciel; Celia Regina Otranto

doi:10.1590/SciELOPreprints.5002

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Débora Rogéria Neres de Souza Garcia Instituto Federal de Mato Grosso do Sul https://ror.org/0366d2847 https://orcid.org/0000-0002-2817-469X
Carina Elisabeth Maciel Federal University of Mato Grosso do Sul https://orcid.org/0000-0003-3765-3139
Celia Regina Otranto Universidade Federal Rural do Rio de Janeiro https://orcid.org/0000-0001-8914-5705

DOI:

https://doi.org/10.1590/SciELOPreprints.5002

Keywords:

Right to education, evasion, higher education, federal institutes

Abstract

This article aims to analyze the guarantee of the right to public education. In this sense, it is a documentary and bibliographical research that analyzes the right to education, relating it to the data and reasons for dropping out. The analyzes highlighted the importance of investigating the causes of dropout, as a possibility to identify institutional actions and policies that favor student permanence and guarantee the right to public, free, democratic and socially-referenced quality education. The 2019 Nilo Peçanha Platform (PNP) report pointed out that in 2018, at the national level, the dropout rate in FIs had the following rates: technological courses 18.2%, teaching degrees 16.6% and bachelor's degrees 10.6%. Based on the studies, we believe that analyzing the determinants of dropout in higher education makes it possible to understand the problems that arise in this process, as well as the identification of policies and actions that reduce the causes of dropout and contribute to democratization and permanence in public higher education institutions.

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Author Biographies

Débora Rogéria Neres de Souza Garcia, Instituto Federal de Mato Grosso do Sul https://ror.org/0366d2847

Doctor in Education by the Graduate Program in Education at the Federal University of Mato Grosso do Sul - UFMS under the guidance of Prof. Dr. Carina Elisabeth Maciel. Master in Education from the Postgraduate Program in Education at the Federal University of Mato Grosso do Sul - UFMS under the guidance of Prof. Dr. Carina Elisabeth Maciel. She has a degree in social work from the Anhanguera University/Uniderp (2010). Postgraduate in EAD - Management and Tutoring (2012). I am currently a Social Worker at the Federal Institute of Mato Grosso do Sul - IFMS Campus Aquidauana, I work at the Administrative and Educational Management Center - NUGED, in the execution of the IFMS Student Assistance Policy.

Carina Elisabeth Maciel, Federal University of Mato Grosso do Sul

Professor at the Federal University of Mato Grosso do Sul - UFMS, works in the Graduate Program in Education, develops activities in education in undergraduate courses at the same institution. Completed a Post-Doctorate in Education at UNEMAT in 2016. Doctor in Education at UFMS in 2009. Master in Education at Universidade Católica Dom Bosco - UCDB in 2005. Degree in Pedagogy at UFMS in 1991. She works in the area of education, with emphasis on policies higher education and special education. Researcher at Universitas/Br Network on Axis 5 - Access and Permanence. She is the coordinator of the Group of Studies and Research in Higher Education Policies / Mariluce Bittar-GEPPES/MB; coordinator of the Group of Studies and Research in Inclusion and Special Education - GEPIEE. She was coordinator of the National Association of Education Policy and Administration (ANPAE) Mato Grosso do Sul section (2015-2017 and 2017-2019). She currently serves as vice-president of the National Association of Education Policy and Administration (ANPAE) representing the Central-West Region (2019-2021) and as vice-coordinator of GT 11 - Higher Education Policy at ANPED Nacional.

Celia Regina Otranto, Universidade Federal Rural do Rio de Janeiro

Professor at the Federal Rural University of Rio de Janeiro. He had his voluntary retirement approved by Ordinance 366/GR, of April 18, 2019, with full earnings. He developed a post-doctoral internship in education at UNICAMP (2008), completed a doctorate in Social Sciences at UFRRJ (2003) and a master's degree in education at UFRJ (1986). She coordinated the Education, Contemporary Contexts and Popular Demands Program - PPGEduc, from 2012 to 2014 and was vice-coordinator of the same Program from 2014 to 2016 and from 2010 to 2012. She is the leader of GEPHUR (Group of Studies and Research in the History of the University Rural), works as a researcher for the UNIVERSITAS/BR Network, linked to ANPEd's GT 11. In 2015, he assumed the vice-coordination of GT 11 of the ANPEd and, in 2017, he assumed the coordination, and was reappointed for the period 2019-2021. He is a member of the Scientific Committee of ANPEd. He was President of the Ethics Committee at UFRRJ from 2011 to 2015. He has published 10 books, 27 book chapters, 25 articles in specialized journals, and 61 papers in event proceedings. He prepared 49 technical papers, participated in 42 advisory/consultancies and 105 academic-scientific events, 9 of which were international and 94 national, presenting communications, lectures and conferences. It has 60 completed orientations, being 6 undergraduate, 26 lato sensu postgraduate and 20 academic master's, 06 academic doctorate; 01 new-doctor installation, 01 OBEDUC/UNIVERSITAS fellowship orientation, 2 teaching internships and 4 PIBIC research. At the moment, it has 01 master's supervision in progress. He was a member of 180 undergraduate, graduate, master's and doctoral completion boards and 91 boards of various judging committees. It develops several ad-hoc consulting activities and scientific committee of events. She was Associate Editor of EDUR (Editor of the Rural University). She received 1 award and/or honor. He works in the field of Education, with an emphasis on Educational Policy and History of Education. In his professional activities, he interacted with 136 collaborators in co-authorship of scientific works and in other academic activities. In his Lattes curriculum, the most frequent terms in the context of scientific, technological and artistic-cultural production are: educational policy, teacher training, higher education, history of education, historiography, professional education, university autonomy, educational legislation and Federal Institutes of Education , Science and technology.