Evasão e correlação entre forma de ingresso e rendimento escolar entre estudantes de Escola Pública Federal em Cocal- PI

Abstract

Considering the relatively recent expansion of the Federal Institutes in the country and its high number of students, relevant research works that show the reality of the teaching offered in these units, as well as demonstrate the factors that have contributed to the permanence or evasion of the student. Thus, the objective was to relate the academic origin of the student and the form of admission to the Federal Institute of Education, Science and Technology of Piauí (IFPI) Campus Cocal, with the guidelines of disapproval and avoidance. In addition, it aimed to relate the school performance obtained in the first years of high school in the disciplines of Natural Sciences to the occurrences of disapproval and evasion. For this, the data on school performance in the subjects of Academic Control and Pedagogical Coordination were checked. Chemistry, Physics and Biology, in addition to the information about the situation, method of entry, school origin, sex and age group of 242 students of the institution, enrolled in seven classes of Administration and Agriculture courses. Among the groups analyzed, 50.41% of the students are male and 49.59% are female. In addition, 76% of students enrolled through the qualifying examination, 87% of the 242 students completed primary school in public schools. The results also show that 86% of the students who escaped entered the institution via qualifying examination and 84% came from public schools. 90% of the students from private schools got approval and only 10% of them escaped, compared to private school students. , the public 44% were approved and 29% evaded. Thus, it is noted that there is an equivalence between the proportion of female and male students and it becomes clear that the IFPI Campus Cocal in turning its action to social demands, by observing, mostly, students from public schools. Regarding the disciplines related to the natural sciences, eventually, the basic difficulties may be harming the students' high school achievement.