Evasão no ensino superior: análise dos indicadores do censo do INEP para os cursos de licenciatura em ciências da natureza e matemática na região sudeste

Abstract

This work is organized into five chapters and used the information provided by INEP, referring to the period from 2009 to 2019, to measure dropout rates in undergraduate courses in the Southeast region, focusing on degrees linked to the areas of natural sciences (biology, physics, chemistry) and mathematics. The first chapter presents the methodological procedures adopted for the construction of this discussion. To this end, we carried out a quantitative analysis of microdata from the Census of Higher Education using Microsoft Excel software and its supplements. The second chapter discusses the teacher training process, going through initial preparation, within graduation, to continuing education. We reflect on the main government policies that are related to this theme, pointing to the need for a balance between theory and practice throughout the teacher training process. The third chapter proposes a discussion on the educational path in Brazil, especially on access to higher education. We present some public policies that provided admission to students, especially the less favored ones, throughout this period. The fourth chapter deals with evasion in higher education and highlights the longitudinal tracking of undergraduates. It is noticed that the methodology adopted by INEP for this purpose obtains higher education monitoring indicators through five rates. However, in our study, we used raw data, considering the total number of incoming, permanent, graduating, dropping out and deceased students, so that we could find the average dropout rate in each of the observed courses. Finally, the fifth chapter presents the results obtained and compares them with the indexes proposed for Higher Education in the current National Education Plan. That said, we note that enrollments in public education are less representative compared to enrollments in private education, in addition to having teachers teaching without proper training, among the five degrees. In the final considerations, we bring elements for reflection on teacher education. We also verified that higher education demands public policies that, in addition to ensuring the student's permanence throughout the course, enhance this training space as a scenario of social transformation.