Evasão e permanência no ensino superior: fatores associados à engenharia civil e análise no contexto da Universidade Federal de Juiz de Fora

Abstract

Dropout in higher education is a multifactorial phenomenon related to social, academic, institutional, pedagogical, and professional aspects. In Engineering programs, this discussion becomes especially relevant due to the demands of the training process, the difficulties experienced in the initial semesters, and the transformations in the labor market. This study aims to understand, through a literature review, the main factors associated with dropout and student retention in Engineering programs, identifying the most recurrent causes pointed out in the literature and the strategies proposed to address them. It also sought to analyze the main factors associated with dropout and retention in the Civil Engineering program at the Federal University of Juiz de Fora, based on the perceptions of students, faculty members, and graduates. To this end, electronic forms were applied, resulting in 66 responses from students, 30 from faculty members, and 37 from graduates. The results indicated that, from the students’ perspective, discouragement in the program is mainly associated with difficulty understanding the content after classes, the lack of contact with Civil Engineering-specific subjects in the initial semesters, the predominance of traditional teaching methodologies, and the difficulty of connecting theory and practice. Aspects related to academic adaptation, sense of belonging, and expectations regarding professional careers were also identified. Among faculty members, there was recognition of the importance of more participatory and contextualized pedagogical practices, although challenges related to teacher training, curriculum structure, the use of digital technologies, and student engagement were also pointed out. Among graduates, the results showed that the undergraduate program contributed to the development of technical and behavioral competencies, such as problem-solving, communication, organization, and teamwork, but also revealed gaps in the connection between academic training and labor market demands. Overall, the joint analysis showed that dropout and retention cannot be understood as resulting from a single cause, but rather from the articulation of experiences throughout the academic trajectory, teaching practices, institutional bonds, and professional perspectives. It is concluded that addressing dropout requires integrated actions, such as welcoming first-year students, strengthening the relationship between theory and practice, promoting pedagogical training for faculty members, updating the curriculum, expanding the sense of belonging, and bringing the university closer to professional practice.