Evasão acadêmica: estudo das causas e das ações de mitigação no curso de Administração da Universidade Federal da Fronteira Sul – Campus Chapecó

Abstract

Academic dropout represents one of the main challenges faced by Brazilian higher education institutions, compromising student education and generating significant social, economic, and institutional impacts. The early departure of undergraduate students constitutes a waste of public resources and weakens educational quality indicators. In this context, it becomes essential to understand the causes of the phenomenon and to implement effective mitigation actions. This study aimed to analyze academic dropout in the Administration program at the Federal University of Fronteira Sul – Chapecó Campus, considering its causes and the mitigation strategies adopted between the semesters of 2020/2 and 2024/2. The research employed a quantitative and qualitative approach, based on the analysis of institutional data, application of questionnaires to dropout students, and interviews with the course coordination and the mitigation committee. The results indicated a cumulative dropout rate of 48.15%, with a predominance of non-formalized withdrawals. The main factors identified were strikes, faculty demotivation, lack of didactic skills by professors, work overload related to professional activity, change of residence, indecision regarding career choice, and frustration with the initial expectations of the course. Although some local mitigation actions were identified – such as initial contact with incoming students, informal monitoring of at-risk students, flexibilization of final paper evaluation boards, and encouragement of participation in academic projects – these initiatives occur sporadically and are not systematized, highlighting the lack of more structured institutional policies. As a contribution, complementary and low-cost strategies were proposed for immediate application, including academic monitoring, student welcoming programs, encouragement of pedagogical innovation, faculty qualification, expansion of opportunities in institutional projects, creation of a digital communication channel, and development of an institutional action plan. It is concluded that retention in higher education requires coordinated and continuous actions that integrate pedagogical, social, psychological, and financial support throughout the academic journey.