O papel da gestão no enfrentamento da evasão na EPT: uma proposta da equalização de saberes matemáticos como estratégia de permanência estudantil.

Abstract

Access and retention in Professional and Technological Education (PTE) are significant challenges that require school management to take an active role in addressing gaps in the basic education of students from public schools. This course completion paper, presented as a Formative Report, investigates the strategic role of educational management in addressing dropout and grade retention in Integrated Upper Secondary Education at the Federal Institute of Education, Science and Technology of Bahia (IFBA). The central question examines how pedagogical management can plan, organize, and monitor mathematical leveling as an institutional policy to promote equity and student retention. The general objective is to analyze the role of school management in addressing dropout and grade retention in PTE and to propose an action plan for mathematical leveling, connecting managerial and teaching practices with the principles of omnilateral education. Methodologically, this is a qualitative and descriptive study, developed as an autobiographical formative narrative with a reflective and propositional design. Based on reflection on teaching practice and a theoretical review, the study indicates that gaps in logical reasoning may contribute to academic difficulties and require management practices that go beyond a purely bureaucratic model. The study concludes that contextualized mathematics, focused on real-world problem solving and managed as an ongoing welcoming strategy, can support intellectual autonomy and student retention. As an intervention, the study proposes Project Alicerce, an action plan structured and monitored by school management to strengthen mathematical literacy and help mitigate dropout in the initial semesters.