Abstract

COSTA, Renata Luiza da  and  SANTOS, Júlio César dos. Dropout in distance technical courses. Educ. Rev. [online]. 2017, vol.33, n.66, pp.241-256. ISSN 1984-0411.  https://doi.org/10.1590/0104-4060.50700.

This article aims to discuss the results of a research centered on the study of the dropout phenomenon in distance courses, focusing on the reasons related to the educational institution. Based on Heijmans, Fini and Lüscher, Lobo, Vygotsky e Luria, the research was carried out with students of subsequent technical courses offered by a federal institute. We analyzed academic documents and applied an online questionnaire for a group of 39 former students. The results showed that the reasons for evasion related to the institution (38%) have more to do with methodological issues of distance learning and internal and external communication with the community (divulgation and gaps in the notice boards). Around 26% of the students cited frustration with the pedagogical functioning of the course: the online class format, the professor’s performance, the support of the student's activities and the conjugation with face-to-face moments. From this, we could infer that the reasons for avoidance as related to the methodology of distance teaching/learning are centered on a feeling of frustration with the learning process due to insufficient pedagogical accompaniment (lack of online contact with the professor and lack of formation on the tutor’s part). These characteristics trigger feelings of not belonging to the institution and contempt for student learning, leading the beginning of a process of disinterest in the course that culminates in the dropout process.

Keywords : Dropout; Vocational Course; Distance Education; Distance Technical Course..

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