A evasão no curso de licenciatura em matemática

Abstract

With the great demand and innovation required by the current educational system, there has been a great rise in the number of opportunities for people to enter higher education and obtain qualifications. This became a reality, especially with the creation of the National Education Plan on January 9, 2001. In this elaboration, 235 educational goals were created, of which 35 were for higher education, indicating a concern with this massification. However, as a result of this increase, some challenges have arisen and one of them is university dropout, which generates social, economic and academic losses. Therefore, it is essential to have research on the subject and this review aimed to address the issue of evasion in Mathematics Degree courses. This is a bibliographic study of a qualitative nature. The research used the Scielo, Digital Library of Theses and Dissertations and Google Scholar platforms as a database. It was verified that evasion, in the conceptual sense, is far from being a conformity, but it is consensual to create strategies for the permanence of the students. Furthermore, it was verified that evasion is linked to internal factors (difficulties in some disciplines, psychological issues, lack of professional guidance) and external factors (weak training in high school, socioeconomic issues, family pressure). In the review it was also clear that there is a low demand for Licentiate courses (derived from the devaluation of the profession, terrible working conditions and low wages), and that many students drop out of this course because they do not have a vocation for teaching practice (demotivation throughout the course, lack of incentive)