Trajetória acadêmica de estudantes de graduação: evasão, permanência e conclusão de cursos na Universidade Federal da Grande Dourados

Abstract

This research aims to analyze the trajectory of undergraduate students of UFGD, entrants between 2006 and 2009, in order to explain features of their entry and their stay, given the proceedings of dropout, prolonged stay and course completion. The discussion starts from the context of the movement of expansion of higher education in Brazil from the 1990s, focusing, then, on the institutional scope. The issue prompted with the explicit up research with the question: From the movement of expansion of Brazilian higher education, how are characterized the dropout, retention and completion in undergraduate courses of UFGD? In its methodological aspects, besides being a research of cohort trajectory, this work was based on quali and quantitative data, since there was collection and treatment of data using descriptive statistics for interpretation of numbers along the chapters. . The data revealed that the dropout process is more intense for the courses included in the College of Exact Sciences, Technology and Multidisciplinary; those offered in the morning and night shifts, being more expressive in the first periods of the course; and in lower-candidate-vacancy ratio in the college entrance courses. The loitering is more significant in college courses of Exact Sciences, Technology and Multidisciplinary; the bachelor; and full-time graduations. In relation to the conclusion of the course UFGD among the new students in the 2006-2009 period, the process was more significant for the listed courses in the College of Life Sciences and those offered full-time, with the highlight of the found overall average for all courses has been in decline over the years studied. Analyzing the context of the undergraduate course of UFGD, it was found that there was an increase in retention rates over the years. This was considered as an aggravating factor, in that it was noticed the existence of relationship between retention and avoidance. It is understandable, therefore, that the occurrence of these phenomena corresponds to a process that marks losses in the academic life of graduate students. It is considered that the institutional monitoring of academic trajectory could contribute to the improvement of broader policies implemented since closer looks can corroborate a better understanding of the combinations of factors that contribute to the occurrence of the dropout process.