Evasão e permanência prolongada no curso de pedagogia do campus III: o que os números do sistema acadêmico revelam sobre a saída dos discentes

Abstract

This Course Conclusion Paper aimed to analyze the issue of dropout and prolonged stay of students in the Pedagogy Degree Course at Campus III at UFPB, between the years 2014 and 2018. The theme is relevant considering that in the last decades we have had a significant increase in access to the public university, based on important social policies that brought to the debate questions related to the permanence of students in higher education, the completion of courses in due time, dropout, among others. We use the studies of Jezine, Gaioso, Baggi and Lopes, Montenegro who have dedicated themselves to the issue of Higher Education, their problems and current achievements in the current scenario. The research has a qualitative and quantitative approach and from the point of view of the objectives it is descriptive. We used as a collection instrument, the documentary analysis from the data available in the Integrated System for the Management of Academic Activities SIGAA. The data revealed that the Pedagogy Course has a significant number of students who drop out of the course, especially in the day shift and in the first period. There is a prolonged stay of students in the course, with active status in the system, especially because they did not defend the Course Conclusion Work. The data indicate the need to promote activities that sensitize the academic community about this problem, since they can represent a possible exclusion of students, as well as financial losses to the institution and closing of the course. The opening of the public university to historically excluded strata means a social achievement under construction. We need to be aware of this reality in order to preserve it in a successful and consolidated way.