PRÁTICAS E ESTRATÉGIAS PARA A PERMANÊNCIA DISCENTE DO PROEJA EM ADMINISTRAÇÃO NA REDE FEDERAL DE EDUCAÇÃO PROFISSIONAL, CIENTÍFICA E TECNOLÓGICA

Abstract

This study analyzes practices and strategies aimed at retaining students in the the National Program for the Integration of Professional Education with Basic Education in the Youth and Adult Education modality (Proeja), focusing on the Technical Course in Administration at the Federal Institute of Brasília, Gama campus, from a comparative perspective with institutions of the Federal Network of Professional, Scientific and Technological Education. The research is based on the problem of high dropout rates observed in this educational modality and seeks to understand how institutional, pedagogical, and social factors influence the academic trajectory of working students. The objective is to analyze the relationship between institutional policies, curriculum organization, and pedagogical practices with indicators of student retention. Methodologically, this is a qualitative study with an exploratory and analytical approach, grounded in the historical-dialectical materialist perspective, complemented by quantitative data obtained from the Nilo Peçanha Platform for the period between 2020 and 2024. Pedagogical Course Projects (PPCs) from institutions in the Midwest region of Brazil were also analyzed, considering four main theoretical axes: integrated curriculum, active learning methodologies, recognition of prior knowledge, and psycho-pedagogical support. The results indicate that dropout in the Proeja Administration program presents a structural character within the Federal Network, revealing a mismatch between the pedagogical guidelines described in the PPCs and their effective implementation in institutional practice. The study concludes that student retention depends on the articulation between pedagogical policies, systematic institutional monitoring, and recognition of the concrete living conditions of working students, contributing to the consolidation of Proeja as a public policy aimed at integral human development and educational inclusion.