A evasão de discentes do curso de Licenciatura em Matemática da Universidade Federal da Fronteira Sul - Campus Chapecó

Abstract

This study aimed to identify the main reasons that led Mathematics-Graduation students of “Universidade Federal da Fronteira Sul” (UFFS) to drop out of the course in the period from 2014 to 2019, noting which type of dropout was the most frequent among students of the course; which semester of the course has the highest incidence of dropout and checking if there is any association with the Curricular Components. The first stage of the methodological path was to obtain the number of students dropped out of the course between 2014-2019, captured the students' electronic contact details in specific sectors of UFFS, provided by the Mathematics Course Coordination, in Chapecó campus, as well as obtained at the General Courses Secretary; the second stage, consisted of the application of a questionnaire sent in the year 2020 by e-mail to the 227 students who left the course during the period of interest of the research; the last step concerns the results obtained and the data analysis. Thus, the present study was characterized as a case study, based in authors, such as: Santana (2016), Ferreira and Baccarin (2016), Fassina (2018), Tinto (1975) apud Amaral (2013), Tinto (2010) and Yorke & Longden (2008) apud Casanova (2018), among others. The return of 37 students who had dropped out of the UFFS Mathematics-Teaching Course, representing 16% of the population of interest, returned the invitation to participate in the study. From the analysis of the data, it was found that more than 90% of students dropped out in the first half of the course and that only 8% continued to study Mathematics in another HEI, while 60% switched courses. The Curricular Components: Fundamentals of Mathematics I, Analytical Geometry, Plane Geometry and Mathematics C, were those that most influenced the evasion of students in the course. Among the reasons that were most cited by the students, there are difficulties in reconciling work and study; and difficulty in the course subjects. Considering the responses obtained, it was traced which factors influenced the student's decision to leave the course. It is important to emphasize that the objectives of the work were achieved, presenting elements, concerns and measures that aim to contribute to the debates that seek to understand and face the problem of student evasion in the Mathematics Teaching Courses.