Evasão e permanência na modalidade PROEJA no CETEP Médio Sudoeste da Bahia Eurides Evangelista Pinto (Itororó-BA).

Abstract

The National Program for the Integration of Professional Education with Basic Education in the Modality of Youth and Adult Education (PROEJA) represents a strategic public policy for the social inclusion and empowerment of working-class students whose school trajectories were interrupted. However, the consolidation of this proposal constantly faces the complex and multifactorial challenge of school dropout. This Capstone Project, designed as a Training Report in Management for Professional and Technological Education (PTE), aims to analyze factors associated with school dropout and student retention within the PROEJA Night Shift at the Centro Territorial de Educação Profissional do Médio Sudoeste da Bahia Eurides Evangelista Pinto (CETEP), located in Itororó-BA, proposing institutional strategies to strengthen student permanence. Methodologically, an applied research with a mixed-methods approach (qualitative-quantitative) and descriptive nature was developed, grounded on bibliographical research, documentary analysis, and consolidation of institutional data extracted from the Integrated Education Management System (SIGEDUC) during the 2020–2025 period. The indicators revealed that total enrollment decreased from 190 in 2020 to 106 in 2025, highlighting barriers in both attracting and retaining students. The longitudinal flow analysis of the agricultural technician class demonstrated a 66.7% rate of non-direct progression from Module I (30 students) to Module II (10 students), indicating that the initial semesters concentrate the highest index of withdrawal due to socioeconomic barriers, labor exhaustion, and constraints in night-shift school transportation. As a technical-interventive response, an Action Plan structured under the principles of democratic management was developed, outlining the implementation of a Pedagogical Ombudsperson, digital active search tools, and objective performance indicators. It is concluded that combating dropout in PROEJA requires overcoming the individual blame placed on students, demanding that school management embraces andragogic permanence as a shared and territorially articulated institutional commitment.