Caminhos para permanência e êxito estudantil na ept: uma proposta de intervenção para evasão escolar

Abstract

ABSTRACT School dropout in Professional and Technological Education constitutes a complex phenomenon associated with social, economic, pedagogical, and institutional factors that directly affect student permanence and academic success. This study analyzes the factors related to dropout in the Electrical Engineering Technician course at the Federal Institute of Bahia (IFBA), Camaçari Campus, in both integrated and subsequent modalities, articulating formative trajectory, teaching practice, and analysis of institutional indicators. The research is based on a qualitative and reflective approach, with elements of action research, using data from the Nilo Peçanha Platform from 2017 to 2024, as well as institutional documents and theoretical references in Professional and Technological Education. The results indicate that the subsequent modality presents higher dropout rates than the integrated secondary education modality, mainly due to difficulties in balancing work and study, commuting, socioeconomic vulnerabilities, and educational gaps accumulated throughout students’ academic trajectories. Challenges related to adaptation to technical education, difficulties in basic subjects, and institutional conditions for pedagogical support were also identified. Based on these analyses, the study proposes pedagogical strategies aimed at strengthening student permanence, including diagnostic assessment, contextualized activities, progressive methodologies, and expanded pedagogical support. The study concludes that permanence and academic success in Professional and Technological Education require integrated and continuous actions committed to comprehensive human development and to the construction of more inclusive, contextualized, and student-centered educational practices. Keywords: Professional and Technological Education. School dropout. Student permanence. Academic success. Electrical Engineering Technician Course.