Construção de indicadores de evasão em cursos de licenciatura como uma ferramenta de gestão educacional

This research presents data and information that contributed to the construction of an indicator for school evasion focused on graduation courses, whose database for the inquiry was obtained at the Federal Institute of Education, Science and Technology of Minas Gerais (IFMG), in a temporal cut (enrollment cycle), which took place from 2012 to 2020. The procedures and instrument employed encompass the transposition and analysis of the school flow in enrollment situations, adding the usage of both open and closed questions, with the participation of dropped out or terminated students, in the proposed timeframe. The theoretical-methodological reference encompassed the research related to school evasion in graduation courses, the educational legislation regarding graduation courses, the IFMG Graduation Teaching Regulation and Processes and Prototypes of the IFMG (manuals of applicability of each process in the teaching module). The main reasons that justify this phenomenon were surveyed among IFMG dropout students. Such reasons, when compared to the dropout factors found by other authors, gave rise to four dimensions (latent variables), which substantiated a new instrument composed of two questions for identification, four questions related to demographic data, ten questions related to each of the four factors, one pre-defined question for control and an open and optional question. The pre-defined control question guides the participant to mark a specific answer. The purpose is to verify that the participant is attentive and has marked the answer already defined in the question itself. After its elaboration, the questionnaire was sent to the same dropout or terminated students, for a pre-test. In order to complement the investigation and create parameters for future research, a questionnaire was also sent to graduated students with the intention of detecting whether they are working in their area of training, in the region of the campus where they graduated, and whether there is a job market for graduates. In the end, it was possible to detect that the main factor for dropping out is the economic one, and the reason why the participants dropped out the course is mostly due to the difficulty in conciliating work and studies. It was also possible to verify a low number of graduates (10.47%) and a high number of school evasion or withdrawal (50.88%). Among the graduated students who participated in the research, most do not work in their area of study due to the lack of job openings. Considering the results found, it is evident that there is a lack of public policies that maximize the permanence of students and provide employability after graduation.