FATORES ASSOCIADOS À PERMANÊNCIA E AO ÈXITO DOS ESTUDANTES NOS CURSOS TÉCNICOS SUBSEQUENTES/CONCOMITANTES

Abstract

With the creation of the Federal Institutes of Education, Science and Technology, and the enlarged offer of professionalizing courses in the public institutions of education, it was also increased the number of vacancies in the federal education network. Thus, the theme of permanence and success in professional education must be further researched and there must be follow-ups of programs, with the strengthening of public policies and actions that contribute to these factors. This research tried to assess the factors associated with students’ permanence in technical courses subsequent/concurrent to Goiás’ FI. The research was divided in three stages. The first one was a literature systematic review, with searches in the databases of IEEE Digital Library, Scielo, Science Direct, Scopus, Taylor & Francis Online and Periódicos da Capes, with a time frame from January 2012 to December 2021. The second stage was a primary data collection, consisting in an online questionnaire with students from subsequent/concurrent courses from Catalão, Ceres, Morrinhos, Rio Verde and Urutaí campuses. The collected data were organized and categorized and then a descriptive analysis of the information was made. The third stage was the development of an educational product calle “Guide for students of technical courses at Goiás’ FI – Ceres Campus”. The educational product is a guide validated by students of technical courses at Goiás’ FI – Campus Ceres through an electronic questionnaire. The results show that the profile of the student present at the subsequent/concurrent technical courses at Goiás’ FI is of a young, male, single, brown public, without dependents, who carry out a professional activity, come from a family that earns one to one and a half minimum wage, do not receive a scholarship and whose parents minimum education is complete high school. In addition, it was proven that the Program of Student Assistance stimulates the participation and involvement of students with their studies. In relation to financial assistance from the Program, most of the students reported receiving housing assistance. Regarding teachers and students, it was identified that teachers encourage, usually teach interesting classes and bring different proposals. One of the identified factors that influence courses drop-out is the lack of follow-up and encouragement in studies by the family. The present research brings contributions related to factors associated to permanence and success in technical courses.