RACE AND ETHNICITY: A CASE STUDY ON DROPOUT AND GRADUATION IN UNDERGRADUATE TEACHER TRAINING AT A FEDERAL VOCATIONAL INSTITUTE OF HIGHER EDUCATION (2014 – 2018)

Abstract

This research aimed to investigate dropout and graduation rates in undergraduate teaching courses, specifically focusing on race and ethnicity identification at Federal Vocational Institute of Higher Education (IF). The research is motivated by the goal of increasing diversity within the predominantly white student population, in Federal Institutions of Higher Education, which is supported by the approval of affirmative action policy (Law 12,711/2012). Additionally, the study takes into account indicators such as the lack of qualified teaching professionals, high dropout rates and low graduation rates. This work is characterized as a quantitative-qualitative research, employing systematizations and organization similar to quantitative research, is presented as a bibliographic study and documentary analysis of primary sources. The period analyzed in all cases was from 2014 to 2018. The results indicate that the total accumulated dropout rate was 57%, with stratification as follows:whites-W (54%), browns-Br (53%), blacks-B (54%), yellows-Y (52%), Indigenous-Ind (44%), and undeclared-Un (67%). For graduation rates, it was 17%, Y (23%), W (21%), Br (18%), B (15%), Un (12%), and Ind (9%). Browns and Blacks have higher representation in undergraduate teaching courses at the IF than whites, using the 2010 Census-Data as a parameter. In general, whites, browns, and blacks had dropout rates with differences of less than 1% and graduation rates of less than 7%; indigenous people have greater difficulties in completing their courses and lower dropout rates; and undeclared individuals show academic efficiency below the average. Despite Federal efforts in undergraduate education (Goal 15 - National Education Plan (PNE), 2014-2024), investments in new courses and campi, there has been no improvement in dropout and graduation rates for IF courses in the period 2015-2021, based on historical data comparison between public and private schools from 1986 to 2015.