Higher Education Evasion: an analysis of the Physics Degree Course- João Câmara Campus (2009-2019) at the Rio Grande do Norte Federal Institute of Education, Science and Technology in Brazil

Authors

DOI:

https://doi.org/10.33448/rsd-v9i1.1757

Keywords:

School Evasion; Academic Education; Graduation.

Abstract

This article analyzes the phenomenon of scholar class evasion regarding the Physics undergraduate course the period of 2009 to 2019 in the Federal Institute for Education, Science and Technology of the State of Rio Grande do Norte in the João Câmara Campus in Natal-Brazil. The methodology used was a qualitative and quantitative approach considering evasion rates status present in Educational Reports from 2009 to 2019, profiles of incoming, evaded and alumni students; aiming to understand the frequency of institutional abandonment. Data was also collected through a solicitation sent to the course coordinator of the referred campus aiming to gather information regarding evaded student’s data available through the Academic Campus Office, in the Unified Public Administration System (Education module), statistics present in Education Indicators, the Institute´s Strategic Plan for Permanence and Success (2016-2018). The research was based on theoretical landmarks present in the works of Gaioso (2005), Baggi and Lopes (2011), Marques (2014), Santos and Silva (2011). Results reveal that student evasion is high in the Physics Degree Course in the João Câmara Campus reaching 76,7% of students from the class of 2013.  In addition to this, results enabled to draw a profile of the students regarding their course entry, their trajectory, as well as to raise reflections on the factors of this Brazilian institutional and educational problems, which are extremely important for the understanding the student evasion phenomenon in the realm of academic Education. The research output also enables to monitor indicators related to academic higher education.

References

Amaral, N.C. (2017). Com a PEC 241/55 (EC 95) haverá prioridade para cumprir as metas do PNE (2014-2024)? Revista Brasileira de Educação, 22 (71), 1-25.

Baggi, C. A.S.; Lopes, D.A. (2011). Evasão e avaliação institucional no ensino superior: uma discussão bibliográfica. Avaliação: Revista da Avaliação da Educação Superior, 16 (2), 355-374.

Bordim, M.S.S.; Soliani, V. F. (2014). Um estudo sobre a evasão no curso de Física da Universidade Estadual de Maringá: modalidade presencial versus modalidade à distância. Retrieved september 17, from http://seer.abed.net.br/edicoes/2014/08_um_estudo_sobre_a_evasao_no_curso_de_fisica_pt.pdf.

Brasil (2018). Censo da Educação Superior 2017: Notas Estatísticas. Brasília: Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira: Brasília-DF.

Brasil (2017). Censo Escolar da Educação Básica 2016: Notas Estatísticas. Brasília: Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira: Brasília-DF.

Brasil (2015). Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira. Plano Nacional de Educação PNE 2014-2024. Linha de Base. Brasília, DF: Inep.

Decreto n. 8752 (2016, 9 de maio de 2016). Política Nacional de Formação Profissional do Magistério da Educação Básica. Retrieved september 17, from http://www.planalto.gov.br/ccivil_03/_Ato2015-2018/2016/Decreto/D8752.htm.

Dore, R.; LUSCHER, A.Z. (2011). Permanência e evasão na educação técnica de nível médio em Minas Gerais. Cadernos de Pesquisa, 41(144), 770-789.

Falcão, E.B. M.; Barroso, M.F. (2019). Evasão universitária: o caso do instituto de Física da UFRJ. Retrieved september 17, from http://www.sbf1.sbfisica.org.br/eventos/epef/ix/atas/comunicacoes/co12-2.pdf.

Gaioso, N.P.L. (2005). O fenômeno da evasão escolar na educação superior no Brasil. Dissertação (Mestrado em Educação), Programa de Pós-Graduação em Educação da Universidade Católica de Brasília, Brasília.

IFRN (2016). Plano Estratégico para Permanência e Êxito dos Estudantes do IFRN 2016-2018. Resolução n. 19/2016-CONSUP/IFRN. Retrieved september 17, from http://portal.ifrn.edu.br/conselhos/consup/resolucoes/2016/resolucao-no-19-2016/view.

IFRN (2012). Projeto Pedagógico do Curso Superior de Licenciatura em Física – Modalidade Presencial. Natal: Reitoria IFRN. Retrieved september 17, from http://www.portal.ifrn.edu.br.

Marques, M.S. (2014). A evasão nos cursos de licenciatura em Física: Uma breve revisão bibliográfica. Retrieved september 17, from http://dspace.bc.uepb.edu.br/jspui/bitstream/123456789/5242/1/PDF%20-%20Mosaniel%20Marques%20Soares.pdf.

Melo, D.B.; PAZ, J.P.; Nascimento, F.L.S.; Maciel, S.C.; Soares, E.S. (2016). Fatores relacionados às Evasões no Curso de Licenciatura em Física no IFRN – Campus João Câmara. SEDOC, 3, 1-10.

Oliveira, L.R. (2012). A evasão de alunos do curso de Física do campus de Guaratinguetá da UNESP. Retrieved september 17, from http://repositorio.unesp.br/bitstream/handle/11449/120691/rabelo_lo_tcc_guara.pdf?sequence=1.

Prodanov, C.C.; Freitas, E.C. (2013). Metodologia do Trabalho Científico: Métodos e Técnicas da Pesquisa e do Trabalho Acadêmico. 2. ed. Novo Hamburgo: Feevale.

Resolução n.2, 1 de julho de 2015. Retrieved september 17, from http://portal.mec.gov.br/docman/agosto-2017-pdf/70431-res-cne-cp-002-03072015-pdf/file

Santos, G.G.; Silva, L.C. (2011). A evasão na educação superior: entre debate social e objeto de pesquisa. In: Sampaio, S.M.R. Observatório da vida estudantil: primeiros estudos [online]. Salvador: EDUFBA, 249-262.

Downloads

Published

01/01/2020

How to Cite

MIRANDA, M. H. V.; NASCIMENTO, F. de L. S.; MACIEL, S. C.; SOARES, E. S. Higher Education Evasion: an analysis of the Physics Degree Course- João Câmara Campus (2009-2019) at the Rio Grande do Norte Federal Institute of Education, Science and Technology in Brazil. Research, Society and Development, [S. l.], v. 9, n. 1, p. e118911757, 2020. DOI: 10.33448/rsd-v9i1.1757. Disponível em: https://rsdjournal.org/index.php/rsd/article/view/1757. Acesso em: 22 dec. 2024.

Issue

Vol. 9 No. 1

Section

Education Sciences

License

Authors who publish with this journal agree to the following terms:

1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.