Evasão no Ensino Técnico e Técnico Integrado ao Ensino Médio: um estudo de caso nos cursos técnicos em Eletrônica, Informática e Mecatrônica da Etec Jorge Street do Centro Paula Souza

Abstract

The present dissertation is a case study on student evasion in technical courses and technical courses integrated into high school of a unit of the Paula Souza Center, São Paulo. The main goal was to study evasion in technical courses and technical courses integrated into the high school and to comprehend the characteristics of such process in the institution. Our focus was on the analysis of data and information from the Database of Secondary Education and Technical Unit Sector (Cetec, in Portuguese) and through the institutional survey applied by Institutional Assessment Field (AAI, in Portuguese), by means of the WebSai survey system of the Technical State School Jorge Street, located in the city of São Caetano do Sul, in three technical courses and technical courses integrated into high school: Electrocics, Computer Systems and Mechatronics, and interviews with managers linked to the courses, the unit, the oversight, the coordination of technical high school and the institution. We conducted a brief introduction to the topic of evasion in professional education, related to the origin of the institution, its relation to technical education on high school level and its network expansion process. We followed with a description of the Etec Jorge Street, the object of this study, with teachers’ profiles, courses offered by such unit, demands in the selection process from 2011 to 2014. The courses selected for the study were technical courses in Electronics, Computer Science, Mechatronics and their modalities integrated into high school. Then we compared the concepts of evasion and abandonment discussed by Dore and Lüscher (2011 a, b), Silva (2013) and Pelissari (2012), of Technical Education integrated into High School. From the information gathered critical analysis were developed on data of the surveyed courses. The interviews with course coordinators, pedagogical coordination and unit manager, educational supervision, Cetec coordinator and responsible for Institutional Evaluation Area deepened insight into the problem of evasion and permanence of the students and suggestions for improving the management of these processes. After analyzing all of the context presented it was possible to support proposals on institutional strategic school management that include actions with students, teachers, course coordinators and other managers to control and reduce evasion.