A relação entre a evasão e o acompanhamento pedagógico em cursos técnicos a distância: um estudo exploratório no Instituto Federal de Pernambuco (IFPE)

Abstract

The objective of this research was to analyze the pedagogical support offered to students of the Technical Course in Computer Maintenance and Support (MSI) in the distance learning modality of IFPE and its influence on the retention or dropout of students. The research problem focused on understanding the growing phenomenon of dropout in technical courses in the distance learning modality of IFPE, seeking to identify to what extent the pedagogical monitoring of the institution has been essential, as well as its influence on students' permanence and success. Thus, a systematic bibliographical selection of dissertations was carried out in the CAPES theses and dissertations catalog, in which research on dropout in professional and technological education in distance learning courses was analyzed. Based on this information, an exploratory-descriptive research with a qualitative approach was developed. The locus of this investigation was the Distance Education Directorate (DEaD) of IFPE. Data collection was divided into four stages: (i) exploratory stage with the pedagogical team; (ii) documentary analysis; (iii) exploratory stage with currently enrolled students; (iv) exploratory stage with students who dropped out. To this end, questionnaires and semi-structured interviews were used. Regarding the teaching staff, evasion is perceived as a result of students' disinterest in the course. The absence of intervention with students to prevent dropout was observed. Concerning the documentary analysis, the Institutional Strategic Plan for Student Retention and Success identified propositions aimed at mitigating evasion. In the other documents, pedagogical support of students is not presented directly, but as support, interaction, mediation and monitoring. Regarding current students, the lack of practical classes stands out, compromising the quality of their education. Finally, regarding evading students, they signaled institutional absence, as they were not contacted either during or after their disengagement from the course. The research revealed the importance of dialogue between teachers and students on the platform, highlighted the importance of active pedagogical monitoring and institutional strategies that promote student engagement, self-management, and connection with the institution. The study confirmed that pedagogical support plays an important role both in preventing dropout and as an indicator of the institution's commitment to student permanence. The results obtained supported the development of an Educational Product called “Orientation Video Series for Students in Federal Institute Distance Learning Courses”. This product aims to provide support for students to remain in distance learning throughout their academic journey, aiming to contribute to reducing dropout rates among this population. The EP was evaluated by the DEaD pedagogical team, which recognized its relevance and potential for application in the scope of Professional and Technological Education, in the distance learning modality