A evasão nos cursos de engenharia civil da UTFPR na perspectiva dos estudantes e professores

• Ano de defesa: 2025
• Autor(a) principal: Furlan, Gladis Cristina
• Orientador(a): Cardin, Eric Gustavo
• Banca de defesa: Lima, Cíntia Fiorotti , Bondezan, Andreia Nakamura , André, Tamara Cardoso , Konowalenko, Flávia
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Paraná; Foz do Iguaçu
• Programa de Pós-Graduação: Programa de Pós-Graduação em Sociedade, Cultura e Fronteiras
• Departamento: Centro de Educação Letras e Saúde
• País: Brasil
• Palavras-chave em Português: Evasão; Ensino superior; Engenharia civil; UTFPR
• Palavras-chave em Inglês: Dropout; Higher education; Civil engineering; UTFPR
• Palavras-chave em Espanhol: Abandono; Educación superior; Ingeniería civil; UTFPR
• Área do conhecimento CNPq: PLANEJAMENTO E AVALIACAO EDUCACIONAL::AVALIACAO DE SISTEMAS, INSTITUICOES, PLANOS E PROGRAMAS EDUCACIONAIS
• Link de acesso: https://tede.unioeste.br/handle/tede/8032

This thesis addresses dropout rates in civil engineering courses at the Federal Technological University of Paraná (UTFPR). This is an exploratory study with a quantitative and qualitative approach, which aimed to discuss the factors that influence student dropout rates, based on the perceptions of students and teachers from the six Civil Engineering courses offered by UTFPR at the Apucarana, Campo Mourão, Curitiba, Pato Branco, Guarapuava, and Toledo campuses. The study was based on the understanding that dropout is a multi-causal phenomenon. Thus, for the purposes of this study, the analysis focused on three aspects identified in the literature on the subject as possible influences of student dropout in higher education: territoriality, mental health issues, and the pedagogical training of teachers. However, the research was not limited to these aspects, also addressing female participation in civil engineering courses, the socioeconomic conditions of students, and semi-education, a concept developed by Adorno. Based on the theoretical contributions of Bourdieu, Passeron, Althusser, Baudelot, Establet, Gramsci, and Saviani, we discussed how school duality, understood as the provision of one type of education for the working class and another for the ruling class, is part of the history of higher education in Brazil and, consequently, of UTFPR, as well as still being present in the current context of this level of education in the country. Next, the guidelines and regulations for civil engineering courses in Brazil and Paraná and the UTFPR campuses that offer them were presented. To collect data, questionnaires were administered to 1,036 students and 13 professors who teach in the courses were interviewed. Based on the responses to the questionnaires and interviews, the perspectives of students and professors on how territoriality, mental health issues, the pedagogical training of professors, female participation in civil engineering courses, the socioeconomic conditions of students, and semi-training can influence dropout rates were analyzed, relating these issues to the literature on the subject. The results corroborate the findings in the literature that dropout is a multi-causal phenomenon, that is, it does not happen based on a single determinant, but rather on a combination of different situations that, when experienced by students without the necessary support to deal with them, can lead them to drop out of the course. It is hoped that the results of this research will support future decision-making by UTFPR aimed at ensuring student retention and success, to avoid internal exclusion. Just as dropout is multi-causal, actions to address it need to be carried out jointly and on different fronts by the institution. It is important to emphasize the need to intensify the movement to rethink and redefine the objectives of public universities in society, so that the reality of dualistic education within them can be changed.