A evasão no curso de licenciatura em química da Universidade Tecnológica Federal do paraná, câmpus Londrina

Abstract

One of the main problems faced in courses that train teachers, as is the case of the Degree in Chemistry course at the Federal Technological University of Paraná, Londrina campus, has been the issue of dropouts. Understood as an academic absenteeism, it happens when a student for various reasons drops out of a course, leading to a definitive withdrawal. In this evasion circle there is a social abyss that ends up inhibiting the student's education, causing losses for everyone. The number of students entering Higher Education increases every year, mainly due to the creation of new public policies, such as the Unified Selection System (SiSU) and the University for All Program (Prouni), programs that have made access to higher education universal. Given this reality, the objective was to identify the causes that led to the dropout of students from the Degree in Chemistry course, UTFPR, Londrina campus, in order to analyze and propose actions to avoid this problem in the institution. The quantitative and qualitative research was of a basic, descriptive and explanatory nature, as for the procedures, it was a field survey. The participants who answered an online form of the dissertative type (Google forms) were academics who dropped out of the referred course, in the period between the first semester of the year 2015 until the second semester of the year 2019, totaling 28 academics. The data obtained were structured and discussed according to Bardin's content analysis. The current paradigm in society focuses on the conception that students who enter undergraduate courses, when they experience problems about the teaching profession, end up dropping out. However, the results obtained confirm that this information is not entirely true, because the majority of those who dropped out stated that they had chosen to study a degree in chemistry, primarily because they liked chemistry, wanted to be teachers and had an affinity with the content of this subject in high school. The analysis of the answers allowed us to identify that the main reasons that led the students who dropped out of the course were lack of interest, difficulties in learning and in reconciling studies with other activities. They also attributed that some experiences during graduation contributed to the dropout, the main ones being the difficult/complicated subjects, the lack of preparation of some teachers, which ended up demotivating the students and consequently cooperated with the dropout process, and also personal, health and financial problems.