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Causes of Dropout In The Education for Young People And Adults At The Public School Castro Alves (Macapá, AP, Brazil)

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DOI: 10.32749/nucleodoconhecimento.com.br/education/causes-of-dropout-in-the-education

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FRANQUINS, Núbia Cristina Gibson [1], COUTINHO, Jane Soares Nunes [2], FECURY, Amanda Alves [3], OLIVEIRA, Euzébio de [4], UTZIG, Ingrid Lara de Araújo [5], SALES, Victor Hugo Gomes [6], COSTA, Risonete Santiago da [7], DIAS, Cláudio Alberto Gellis de Matos [8]

FRANQUINS, et. al. Causes of Dropout in the Education for Young People and Adults at the Public School Castro Aalves (Macapá, AP, Brazil). Magazine Multidisciplinary Scientific Knowledge Center. Year 01, Vol. 09, Ed. 10, pp. 965-979. October / November 2016. ISSN. 2448-0959

ABSTRACT

This article presented possibilities of the causes of dropout in Education for Young People and Adults (YAE) at the public school Castro Alves, Macapa, AP, Brazil. The objective was to analyze and identify students’ reports of the mentioned teaching model in the researched institution, in order to understand the causes that lead to dropout. It was used field survey to collect information from ten students in the 2nd Stage of YAE at the public school through a questionnaire. The results showed that students are aged between 16-19 years, have paid work, are repeaters and dropped out of school because of their job. In fact, it was possible to perceive the relation between theory and empirical and thus, it was observed that permanence is linked to circumstances and students’ choices, who can abandon the school to work or perform household chores anytime, or even because of maternity leave.

Keywords: YAE, dropout.

1. INTRODUCTION

Among the major challenges faced by the school in the early 21st century, it is noted the projection of the diversity of students who need consistent teaching and learning to their realities and needs. In this sense, according to Dutra and Griboski (2005), school’s role is to respect the diversity and transform teaching strategies to keep it renewed and valued for future educational proposal.

Thus, this article analyzed the problem of dropout in the YAE, showing the field survey results carried out with students of the 2nd Stage from the public school Castro Alves in Macapá.

The choice of this theme is based on the idea that the school is an environment for social inclusion, generating citizenship (Martins et al., 2006), and dropout is contrary to these principles (Pedralli, Cerutti-Rizzatti, 2013) .

The dropout in the 2nd Stage of YAE continues to grow and has, according Pedralli, Cerutti-Rizzatti (2013), co-validated the trend that non-permanence is failure in professional life. Therefore, this article intended to search the following issues: what are the main reasons that could cause dropout in the 2nd Stage of YAE?

2. YAE: THEORICAL ASPECTS

YAE, according to Law of Basic Tenets and Guidelines of Brazilian Education (LDB)  9394/96, refers to Paulo Freire’s concept of youth and adult literacy, those who early worked in the field or for other reasons have stopped going to school at the appropriate age, as stated in the art. 37: “YAE will be for those who do not have access or continuity of studies in elementary and high school at the right age”.

This education model, which is intended for educational services for youth and adults, covers an older audience, thus treated differently than students who are within the chronological regularity standard (Oliveira, 1999).

The course covers young people (above 15 years) and adults and its series are organized in two segments of elementary school (I and II). Thus, the first segment of  YAE is divided into two stages: first stage – 1st and 2nd grades of elementary school; second stage – 3rd and 4th grades of elementary school I. These authors also explain that in the second segment of the YAE there are two distinct stages corresponding to 5th, 6th, 7th and 8th grades of elementary school II (Rummert and Ventura, 2007).

According to Ajala (2011), dropout can be defined as a behavior where the student decides to stop attending school, characterized as a practice of abandonment, which can cause many difficulties for this young people and/or adults in time to get in the labor market, competing with others who have not abandoned their studies.

Dropout has been described as a practical abandonment of education by young students and/or adults, who for some reason decided to leave school, hindering their educational and social development in accordance with the current educational policies (Ramalho, 2009).

Silva (2012) believes that the probable causes of dropout are related to the needs of young people and adults to remain in society, seeking ways to support themselves with financial resources through work, which causes lack of interest in attending school.

Another reason would be the need to support the family. In an economic situation where financial difficulties hinder the normal conduct of several families, the older try to help and stop going to school. Other reasons such as criminal life, violence, diseases, teen pregnancy, drugs, low self-esteem, among others, could also cause dropout (Silva, 2012).

In Brazil there are about 8 million students enrolled in YAE, but about 43% of this amount have not completed the steps of this education model. These data are relevant in order to create incentives where the schools generate strategies to reduce dropout rates and contribute to the illiteracy reduction by the nation (Klein, Freitas, 2011).

In Brazil, several studies show the decline of interest in studies and increased evasion. In the Southeast, for example, it is noticed that the rooms of the YAE are emptying each year, with approximately 20% of dropout per trimester (Silva, et al., 2012), although there is a returning phenomenon because of the idea that the study may facilitate the access to market labor (Naiff, Naiff, 2008).

In the South, every year, dropout occurs mostly because of the lack of literacy domain, taking 28% of the students to leave YAE (Pedralli, Cerutti-Rizzatti, 2013). In the North, the interruption of studies appears to occur by the need of the students to help parents or work, representing 10% (Coelho Oliveira, 2013).

In Amapa the situation does not change. Quantitatively, 1 million students who attended the YAE between 2010 and 2014, about 42.7% did not get to finish it, with greater occurrence for the 2nd stage of the first segment. It seems to be a reality of most Amapa schools that offer YAE (Ahmed, 2011). Thus, it is understood that changing this reality is a challenge (Oliveira et al., 2015).

For Campos (2003), the reasons of dissatisfaction to participate in YAE classes and attend them permanently are: work to help the family; transport/safety conditions structure;  inconsistent timetable classes, not related to the work obligations and other education/preparation courses for higher education and public contests; relationship with  teachers and teaching materials; and unbelief with the training as a way of development.

3. OBJECTIVES

3.1. GENERAL OBJECTIVE

Demonstrate the possible causes of dropout in YAE at the public school Castro Alves, Macapa, AP.

3.2 SPECIFIC OBJECTIVES

Demonstrate aspects related to:

– Distribution of gender among 2nd grade students of YAE at the public school Castro Alves;

– Exercise of paid work;

– Repetition;

– Withdrawal (during the course);

– Feeling of being well-received by the school;

– Dropout desire among the students;

– Satisfaction with the school practices;

– Security perception of teacher’s knowledge;

– Satisfaction with the used methodology to YAE;

– Participation in school decisions;

– The desire to stop studying to work;

– The fact that some students are family maintainers.

4. METHODOLOGY

It was researched data about possible causes of dropout in YAE. The field research took place in the State School Castro Alves, located at Pedro Americo Avenue, n. 1094, Jesus de Nazare, through the development and application of a questionnaire (containing 8 closed questions and 4 open questions). The tabulation of data was done using Microsoft Excel (office package of Microsoft Corporation) to undertake the graphs’ construction with answers of a group composed by 16 students (including 8 women and 8 men) of the 2nd grade.

5. RESULTS AND DISCUSSION

Among the ten students who answered the survey, six are males and four females (Graph 1).

Graph 1 Gender distribution (2nd grade students of YAE, 2016).
Graph 1 Gender distribution (2nd grade students of YAE, 2016).

Gender distribution is equal to the literature relating to the fundamental teaching of YAE (Ajala, 2011).

Graph 2 shows the age of ten students who participated in the survey.

Graph 2 Age distribution (2nd grade students of YAE)
Graph 2 Age distribution (2nd grade students of YAE)

Data shows that half of the students are young people aged between 16-19 years. Young people seem to seek YAE as a way to accelerate the interrupted education, possibly by problems in the educational system (dropout or repetition), believing that study would facilitate employability and alleviate financial question (Carvalho, 2009). The other results fall in the represented proportion in the literature regarding YAE (Ajala, 2011).

Among the researched students, 50% said they have paid work and 50% did not work (Graph 3).

Graph 3 Exercise of paid work (2nd grade students of YAE)
Graph 3 Exercise of paid work (2nd grade students of YAE)

Paid work data confirm that getting in to the labor market requires knowledge and education, a reason for young people and adults return to elementary school (Lopes Sousa, 2005).

About school progression, six students are repeating and four had normal progression (Graph 4).

Graph 4 Repetition index (2nd grade students of YAE)
Graph 4 Repetition index (2nd grade students of YAE)

Repetition level seems to show that there is a situation involving lack of teacher motivation, personal choices and students’ family (Barros, 1998).

The dropout of YAE course, shown in Graph 5, revealed seven students who at some point have given up studies and three who never did it.

Graph 5 Dropout during the course (2nd grade students of YAE)
Graph 5 Dropout during the course (2nd grade students of YAE)

The information guides an important role of school organization in planning the students’ maintainence and permanence (Carneiro, 2011), understanding their needs (job, children, pregnancy and household chores) of dropout (Klein, Freitas, 2011).

About the reception made to students at school, Graph 6 shows that eight students say they are well received, one does not feel well and one feels welcome just in some occasions.

Graph 6 Feeling of good reception by the school (2nd grade students of YAE)
Graph 6 Feeling of good reception by the school (2nd grade students of YAE)

To Faria (2013), this relationship can be characterized as a cause of motivation to complete the studies in primary school. Perhaps then, in the researched school, there will not be a large dropout rate if we take this feeling into account.

According to Graph 7, seven students declare that sometimes they have this desire to give up studies, one does not feel that, and two feel.

Graph 7 Dropout desire (2nd grade students of YAE).
Graph 7 Dropout desire (2nd grade students of YAE).

The results show that even in giving-up mood, students continue to stay in school and finish it. For them it is important to end, because they believe in improvements after this step (Costa et al., 2013).

When asked about school practices, six students said they are satisfied and four declared themselves dissatisfied (Graph 8).

Graph 8 Satisfaction with school practices (2nd grade students of YAE, 2016).
Graph 8 Satisfaction with school practices (2nd grade students of YAE, 2016).

Students create expectations about the learning process, which needs to be dynamic and interesting. And dissatisfaction could lead to dropout and learning problems (Cardoso Ferreira, 2012).

Students’ perception about teachers’ safety in transmitting knowledge revealed a majority. Nine students find insurance and only one finds them unsafe (Graph 9).

Graph 9 Security in teacher's knowledge (2nd grade students of YAE)
Graph 9 Security in teacher’s knowledge (2nd grade students of YAE)

Despite the difficulties, in school reality the challenges are overcome with commitment and motivation, and innovative strategies adopted in the learning process (Lopes and Sousa, 2005; Santos et al., 2012).

When asked about satisfaction with teaching methodology, there is a repetition of the results. Nine students say they are satisfied and one declared somewhat satisfied (Graph 10).

Graph 10 Satisfaction with methodology (2nd grade students of YAE)
Graph 10 Satisfaction with methodology (2nd grade students of YAE)

It seems that teachers are always looking for new and dynamic methods to fulfill the role of helpers in the construction of knowledge and students’ improvement (Silva, Ploharski 2011). Apparently, it is also a contributing factor to students’ permanence in school.

Graph 11 presents the students’ responses when asked about their participation in school decisions. Six say they are in the decisions while four say they are out of this process.

Graph 11 Participation in school decisions (2nd grade students of YAE, 2016).
Graph 11 Participation in school decisions (2nd grade students of YAE, 2016).

According to Costa, et al. (2013), participation in decisions generates recognition expression by students, motivating them in planning and school events.

In the question if they would give up the study to work there was an equivalence, where five students chose to leave and five not (Graph 12).

Graph 12 Demo: wish of stop studying to work (2nd grade students of YAE).
Graph 12 Demo: wish of stop studying to work (2nd grade students of YAE).

Despite all the efforts of teachers and administrators, work can also lead students to drop out of school, because they may not see the improvement that school preparation could program in their lives (Barros, 1998; Carneiro, 2011) Financial factor seems to have a great influence on this decision (Silva, 2012).

In the Graph 13, seven students said they are family maintainers and three not.

Graph 13 Family maintainers (2nd grade students of YAE).
Graph 13 Family maintainers (2nd grade students of YAE).

Being maintainer of the family cannot be a condition to justify dropout, but thank to social and economic circumstances, it is a strong factor in the abandonment of the studies (Silva, 2012).

6. CONCLUSION

The number of men and women attending YAE seems to be equal.

Young people aged between 16 to 19 return to school out of time; they believe in financial improvement brought by the study. Workers students also believe it.

Repetition can be caused by many factors transpassing management, education, students’ choice and their families.

The good reception of students by school, the persistence in the study even willing to give up, satisfaction with the good school practices (teachers’ safety, teaching methodology, participation in the management and organization) appear to be keeping factors.

Having to work to keep yourself and family is an extremely strong factor to the decision in favor of dropout.

Permanence in the researched school is related to teaching conditions (motivation, methodology, commitment) and students’ choices (trust in personal improvement and home maintenance).

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[1] Graduated in Pedagogy by University of Northern Paraná; Specialist Professional Education Integrated Basic Education of Youth and Adult Education Mode. Guidance of PRONATEC course

[2] Degree in Education from the State University of Amapá; Specialist Professional Education Integrated Basic Education of Youth and Adult Education Mode. Professor of Youth and Adult Education.

[3] Degree in Biomedicine (UFPA), Master in Tropical Diseases (UFPA), Doctorate in Tropical Diseases (UFPA). Research Professor at the Federal University of Amapá, AP, Brazil. A researcher at the Graduate program of the Center for Tropical Medicine of the UFPA

[4] Degree in Biology (UFPA), Master in Tropical Diseases (UFPA), Doctorate in Tropical Diseases (UFPA). Research Professor at the Federal University of Pará, PA, Brazil. A researcher at the Graduate program of the Center for Tropical Medicine of the UFPA

[5] Degree in Education, with specialization in English Language and its Literatures For the Federal University of Amapá (UNIFAP), Specialist English Language (IESAP). Research Professor at the Federal Institute of Education, Science and Technology Amapá (IFAP).

[6] Degree in Food Engineering (UFT). Master in Agroenergy (UFT). Professor at the Federal Institute of Education, Science and Technology Amapá (IFAP).

[7] Degree in Education (UNIFAP). Teacher of Amapà State Government and pedagogue of the Federal Institute of Amapá (IFAP).

[8] Degree in Biology (UEL), Master in Neuroscience and Cell Biology (UFPA) and PhD in Theory and Behavioral Research (UFPA); Research Professor at the Federal Institute of Education, Science and Technology Amapá (IFAP). (corresponding author)

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