<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2022000401710</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.22.075.ao02</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Formação profissional, processos educativos e evasão]]></article-title>
<article-title xml:lang="en"><![CDATA[Professional qualification, educational processes, and dropout behavior]]></article-title>
<article-title xml:lang="es"><![CDATA[Formación profesional, procesos educativos y deserción]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SANTOS]]></surname>
<given-names><![CDATA[JULLYANA SOUZA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SILVA]]></surname>
<given-names><![CDATA[MATHEUS BERNARDO]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Sul de Santa Catarina  ]]></institution>
<addr-line><![CDATA[Tubarão SC]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Sul de Santa Catarina Instituto Ânima ]]></institution>
<addr-line><![CDATA[Tubarão SC]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2022</year>
</pub-date>
<volume>22</volume>
<numero>75</numero>
<fpage>1710</fpage>
<lpage>1739</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2022000401710&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2022000401710&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2022000401710&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo é resultado de uma pesquisa de mestrado em educação que procurou investigar as aproximações entre evasão e processos educativos na formação profissional. Estabeleceu-se como objetivo analisar a compreensão de professores sobre a relação entre evasão e processo educativo em um determinado curso técnico de um Instituto Federal localizado na Região Nordeste do Brasil. Partiu-se da hipótese de que a formação profissional dos docentes integrantes do curso em análise, predominantemente técnica, pode contribuir, mesmo que indiretamente, para a evasão. Tomaram-se como referencial teórico-metodológico elementos do materialismo histórico-dialético e, por consequência, da teoria pedagógica histórico-crítica, no que se refere à concepção de educação e à função social do professor. Como procedimentos metodológicos, foi aplicado um questionário e realizada uma entrevista semiestruturada com os seis professores que compõem o corpo docente do curso em análise. Os resultados apontam que, a partir do olhar dos professores, não se estabelece uma reflexão sobre a falta de formação pedagógica coesa como uma das dimensões que implicam o elevado índice de evasão. Constata-se uma visão pragmática de educação, reforçando a ideia produtivista da educação profissional. Contrapondo tal cenário, aponta-se como fundamental a formação pedagógica dos professores por meio da pedagogia histórico-crítica que culmine na formação integral dos alunos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article is the result of a master's thesis in education that aimed to investigate the relationships between student dropout and educational processes in professional training. Our objective was to analyze the teachers´ understanding of the relationship between the educational process and dropout in a specific technical course at a Federal Institute in Northeastern Brazil. It was hypothesized that the professional training of the teachers who are part of the predominantly technical course under study may contribute to dropout, albeit indirectly. The main bases of historical-dialectical materialism and, consequently, historical-critical pedagogical theory are used as a theoretical-methodological reference, concerning the conception of education and the social role of the teacher. As methodological procedures, a questionnaire and a semi-structured interview were conducted with the six teachers who constitute the teaching staff of the course under analysis. The results indicate that, from the teachers' point of view, there is no critical consideration about the lack of cohesive pedagogical training as a dimension that causes the high dropout rate. A pragmatic view of education is observed, which reinforces the productivist idea of professional education. In contrast to this scenario, the pedagogical training of teachers through a critical-historical pedagogy that culminates in the integral formation of students is pointed out as fundamental.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo es el resultado de una investigación de máster en educación que buscó investigar las aproximaciones entre evasión y procesos educativos en la formación professional. Establecimos como objetivo analizar la comprensión de los docents sobre la relación entre el proceso educativo y la deserción estudantil en un curso técnico en un Instituto Federal ubicado en la región Nordeste de Brasil. Se partió de la hipótesis de que la formación professional de los profesores que hacen parte de la carrera en análisis, predominantemente técnica, puede contribuir, aunque sea indirectamente, a la deserción. Se toman como referente teórico-metodológico elementos del materialism histórico-dialéctico y, en consecuencia, de la teoría pedagógica histórico-crítica, en lo que respecta a la concepción de la educación y la función social del docente. Como procedimientos metodológicos se aplicó un cuestionario y se realizó una entrevista semiestructurada a los seis profesores que integran la facultad del curso objeto de análisis. Los resultados indican que, desde el unto de vista de los docents, no se estabelece una reflexión sobre la falta de formación pedagógica cohesionada como una de las dimensiones que inplican la alta tasa de deserción. Hay una vision pragmática de la educación, reforzando la idea productivista de la formación professional. Frente a este scenario, se señala como fundamental la formación pedagógica de los docents a través de la pedeagogía histórico-crítica que culmine en la formación integral de los estudiantes.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Profissional]]></kwd>
<kwd lng="pt"><![CDATA[Formação Pedagógica Docente]]></kwd>
<kwd lng="pt"><![CDATA[Processo Educativo]]></kwd>
<kwd lng="pt"><![CDATA[Evasão Escolar.]]></kwd>
<kwd lng="en"><![CDATA[Professional Education]]></kwd>
<kwd lng="en"><![CDATA[Teacher Pedagogical Training]]></kwd>
<kwd lng="en"><![CDATA[Educational Process]]></kwd>
<kwd lng="en"><![CDATA[School Dropout]]></kwd>
<kwd lng="es"><![CDATA[Educación Profesional]]></kwd>
<kwd lng="es"><![CDATA[Formación Pedagógica Docente]]></kwd>
<kwd lng="es"><![CDATA[Proceso educativo]]></kwd>
<kwd lng="es"><![CDATA[Deserción Escolar]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</ref-list>
</back>
</article>
