School dropout due to pedagogical reasons or causes

SCHOOL DROPOUT DUE TO PEDAGOGICAL REASONS OR CAUSES

A EVASÃO ESCOLAR DEVIDO A MOTIVOS OU CAUSAS PEDAGÓGICAS

LA EVASIÓN ESCOLAR POR RAZONES O CAUSAS PEDAGÓGICAS

Paulo Dante de Toledo SERRAIN 1

José Anderson SANTOS CRUZ2

ABSTRACT: Private educational institutions are part of an increasingly competitive

environment. In this sense, a phenomenon that needs to be monitored by school management is
dropout. This research aimed to propose a plan to prevent school dropout associated with
pedagogical reasons or causes. To this end, a qualitative exploratory documental research was
carried out on the data made available by the institution on dropout, referring to the period from
2016 to 2019, and on the satisfaction of families with the school, covering the period from 2018
to 2020; a systematic review to survey the contributions of the literature on the subject; and a
descriptive field research to analyze the perception of the families of students and professors
about the pedagogical work carried out by the institution. As a result, some pedagogical
dimensions relevant to the study of school dropout were found and local (by year of education)
and global (segment) problems of the institution were identified that are related to its
pedagogical product. Based on this, a prevention plan was developed for school dropout
associated with pedagogical reasons or causes.

KEYWORDS: School management. Basic education. School dropout. Pedagogical.

Prevention.

RESUMO: As instituições de ensino privadas inserem-se em um ambiente cada vez mais

competitivo. Neste sentido, um fenômeno que precisa ser acompanhado pela gestão escolar é
a evasão. Esta pesquisa teve como objetivo propor um plano de prevenção à evasão escolar
associada a motivos ou causas pedagógicas. Para tal, realizou-se uma pesquisa de abordagem
qualitativa exploratória documental sobre os dados disponibilizados pela instituição sobre a
evasão, referentes ao período de 2016 a 2019, e sobre a satisfação das famílias com a escola,
compreendendo o período de 2018 a 2020; uma revisão sistemática para o levantamento dos
contributos da literatura sobre o assunto; e uma pesquisa descritiva de campo para a análise
da percepção das famílias dos estudantes e professores sobre o trabalho pedagógico realizado
pela instituição. Como resultado foram constatadas algumas dimensões pedagógicas
relevantes para o estudo da evasão escolar e identificados problemas locais (por ano de ensino)
e globais (do segmento) da instituição que se relacionam com seu produto pedagógico. A partir

1
Continuing Education Program in Economics and Business Management (PECEGE/ESALQ/USP MBAs),
Piracicaba – SP – Brazil. Specialist in School Management. Master's candidate in the Graduate Program in
Education (UFABC). ORCID: https://orcid.org/0000-0003-4973-9693. E-mail: [email protected]
2
Continuing Education Program in Economics and Business Management (PECEGE/ESALQ/USP MBAs),
Piracicaba – SP – Brazil. Associate Professor. PhD in School Education (UNESP). Associate and Executive Editor
of RIAEE. Editor of Editora Ibero-Americana de Educação. Editor and Technical Advisor for journals. ORCID:
https://orcid.org/0000-0001-5223-8078. E-mail: [email protected]
RIAEE – Revista Ibero-Americana de Estudos em Educação, Araraquara, v. 17, n. 1, p. 0070-0096, Jan./Mar. 2022. e-ISSN: 1982-5587.
DOI: https://doi.org/10.21723/riaee.v17i1.16193 70
 Paulo Dante de Toledo SERRAIN and José Anderson SANTOS CRUZ

disso, foi elaborado um plano de prevenção para a evasão escolar associada a motivos ou
causas pedagógicas.

PALAVRAS-CHAVE: Gestão escolar. Ensino básico. Evasão escolar. Pedagógico.

Prevenção.

RESUMEN: Las instituciones educativas privadas se insertan en un entorno cada vez más
competitivo. En este sentido, un fenómeno que debe ser controlado por la dirección de la
escuela es la evasión escolar. Esta investigación tenía como objetivo proponer un plan para
prevenir la evasión asociado a razones o causas pedagógicas. Para ello, se realizó una
investigación de enfoque cualitativo exploratorio documental sobre los datos puestos a
disposición por la institución sobre la deserción, referidos al período de 2016 a 2019, y sobre
la satisfacción de las familias con la escuela, comprendiendo el período de 2018 a 2020; una
revisión sistemática para el relevamiento de aportes bibliográficos sobre el tema; y una
investigación descriptiva de campo para el análisis de la percepción de las familias de los
alumnos y de los docentes sobre el trabajo pedagógico realizado por la institución. Como
resultado, se determinaron algunas dimensiones pedagógicas relevantes para el estudio del
abandono escolar y se identificaron problemas locales (por año de enseñanza) y globales (del
segmento) de la institución que se relacionan con su producto pedagógico. A partir de ahí, se
elaboró un plan de prevención de la evasión escolar asociado a razones o causas pedagógicas.

PALABRAS CLAVE: Gestión de la escuela. Educación básica. Evasión escolar. Pedagógico.

Prevención.

Introduction

Inserted in an increasingly competitive environment, private educational institutions

need criteria and instruments to assess whether they are prepared to meet internal and market
challenges. In this scenario, a fundamental phenomenon to be monitored is school dropout.
Among the conceptions identified in the literature about dropout, Rumberger (1995) argues that
dropping out or leaving school is the last stage of a dynamic and cumulative process of
disengagement of the student from school life. In this regard, Baggi and Lopes (2010) point out
the need for the management of institutions to integrate the dropout phenomenon to the quality
of education and institutional assessments, in order to explore this problem. Fall and Roberts
(2012) show that in the United States this premise has guided the development of several
models that seek to anticipate this problem, identifying the risk of dropout associated with all
sorts of factors. For a private institution, if not monitored and retained, this rate can impact its
financial performance and brand value. Therefore, it is essential for school management to be
aware of the signs of this problem and act preventively.

RIAEE – Revista Ibero-Americana de Estudos em Educação, Araraquara, v. 17, n. 1, p. 0070-0096, Jan./Mar. 2022. e-ISSN: 1982-5587.
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 School dropout due to pedagogical reasons or causes

Given the above, this work was conducted in a private elementary school, in which the
historical line of the institution's internal data signaled that the final years of elementary school
hold the second highest dropout rate in the period from 2016 to 2019 and that there is some
relationship of part of these evasions with the pedagogical work performed by the institution.
Facing this phenomenon, the analysis of quantitative data disconnected from proposals to be
implemented by the institution seems inhospitable, since the identification of which segment or
school year had the highest dropout or how many students dropped out has no practical meaning
if it does not unveil the reasons and causes of these dropouts and if it does not culminate in
actions aimed at minimizing them.
The general objective of this paper is to propose a prevention plan for dropouts due to
pedagogical reasons or causes, and its specific objectives are to identify in the literature the
pedagogical factors associated with school dropouts and to analyze the perception of guardians
and teachers of this segment about the pedagogical work done by the institution.

Material and Methods

The work, inscribed in a quali-quantitative approach, was carried out in a private upper
middle class school located in the state of São Paulo, in the Great ABC region, and was
elaborated in three stages.
In the first stage, an exploratory documentary research was carried out based on reports
of surveys conducted by the institution in previous years, being the survey with the guardians
of the students who dropped out in the period from 2016 to 2019 and the satisfaction survey for
the period 2018-2020. According to Gil (1999), documentary research makes use of materials
that have not yet received an analytical treatment or that can be reworked according to the
objectives of a research. On the other hand, the exploratory approach provides greater
familiarity with the theme, making the problem more explicit or facilitating the creation of
hypotheses. For this study to be carried out, the administration of the institution signed a consent
form for the use of the data in this study. Both surveys had their data collected by means of
questionnaires sent to those responsible via e-mail. For the purposes of this paper, in the first
survey, the questions were observed: "For what reason did you transfer your child from one
school to another?" and "How likely are you to recommend the school to a friend or colleague?"
and, in the second survey, the questions were based on: "Have you ever thought of changing
your child's school?" and "For what reason would you change your child's school?". The data
were reorganized for the objectives of this work and analyzed in a qualitative-quantitative way.
RIAEE – Revista Ibero-Americana de Estudos em Educação, Araraquara, v. 17, n. 1, p. 0070-0096, Jan./Mar. 2022. e-ISSN: 1982-5587.
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 Paulo Dante de Toledo SERRAIN and José Anderson SANTOS CRUZ

In the second stage, a systematic review was conducted about the topic of school dropout
related to pedagogical factors. According to Donato and Donato (2019), the systematic review
allows for a comprehensive and critical bibliographic research on the topic, and this approach
allows answering a well-defined research question. To this end, the bases Google Academic,
Dialnet and Periodicals of the Coordination for the Improvement of Higher Level Personnel
(CAPES) were defined, due to the multidisciplinary nature of the work, and the period from
2015 to 2021, in order to collect the most recent contributions on the subject. The descriptors
used were: "school dropout", "reasons", "causes", and "pedagogical(s)".
In the Google Academic platform, these descriptors were searched only in the titles of
the publications, without considering citations, using the following combinations: "school
dropout reasons", "school dropout causes", "school dropout pedagogical", and "school dropout
pedagogical". The same combinations of descriptors were used in the Dialnet platform. The
search on Capes database resulted in a considerable number of publications, but from a previous
reading of the titles it was observed that a significant number of these works were not related
to the theme and, therefore, the database was disregarded. The inclusion criterion was then to
associate evasion with pedagogical factors in the title or abstract and to have been published in
Portuguese. We excluded course completion papers, monographs, dissertations, theses or books
for logistical reasons, and papers that, although published in the referred period, analyzed
previous historical periods, emphasizing only articles and experience reports published in
scientific journals and congress annals. The final database was organized and the articles were
analyzed individually.
Finally, in the third stage, a descriptive field research was carried out with teachers and
guardians of students enrolled in classes of the final years of elementary school. According to
Gil (1999), the descriptive approach has as its main objective to describe characteristics of a
certain population or phenomenon and establish relationships between variables. Initially, it
was decided, with the direction of the institution, the form of data collection and the stages of
dissemination of the research. Regarding data collection, a form was sent to each category of
respondent (responsible for the students and teachers). In order to obtain more precise data, it
was decided to prepare a form for each grade for the students' families, and for both families
and teachers, they were told that the answers would be anonymous. Regarding the disclosure
of the research to the students' families, three stages were carried out over three consecutive
weeks, including the month of August 2021. In the first week, an official communication was
sent to the e-mail addresses of the students' guardians explaining the relevance of the research
for the institution, along with the links to access the forms for data collection. In the second
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 School dropout due to pedagogical reasons or causes

week, the direction and the pedagogical coordination contacted the guardians considered close
to the institution so that they could encourage the other guardians to also participate in the
research. And, finally, in the third week, the educational guidance contacted all the families via
WhatsApp with a synthesized version of the first communication and with the same links to
access the forms. As for the disclosure of the survey to teachers, the pedagogical coordination
sent a communication through the segment's WhatsApp group in the first week and reinforced
individually the relevance of the survey over the other two weeks. Table 1 below shows the
local (per year) and global (segment) percentage response rates obtained with the survey with
the segment's guardians and teachers.

Table 1– Number of respondents per category

6 grade 7 grade 8 grade 9 grade Total Teachers

Total quantity 38 27 31 22 118 21
Respondents 18 11 15 11 55 12
Response Rate 47,37 40,74 48,39 50 46,61 57,14
Source: Original research data

The forms sent to each category of respondents presented, on their first page, the
informed consent form (ICF) and the question "Do you accept to participate in the research?",
with the options "I accept" and "I do not accept". In the case of acceptance, the form took the
respondent to the next page, which contained five affirmatives and one open question. Five
different statements were elaborated for each category of respondent, but each one of them was
related to the same pedagogical dimension: (1) Evaluation method, (2) Monitoring of academic
life, (3) Relationship with colleagues and teachers, (4) Quality of classes, (5) Development of
autonomy through pedagogical practices, and (6) Infrastructure of remote teaching. The open
question, on the other hand, was intended to collect elements that were not understood in the
dimensions considered or to allow the respondent to describe more precisely some of his or her
answers. Table 2 below presents the statements prepared for each category of respondents and
the open question.

RIAEE – Revista Ibero-Americana de Estudos em Educação, Araraquara, v. 17, n. 1, p. 0070-0096, Jan./Mar. 2022. e-ISSN: 1982-5587.
DOI: https://doi.org/10.21723/riaee.v17i1.16193 74
 Paulo Dante de Toledo SERRAIN and José Anderson SANTOS CRUZ

Table 2 - Form questions for each category

Dimension Question Guardians Teachers

1 1 I see that the proposed evaluative Does the evaluation system
activities contribute to the contribute to the students'
development of the student
development?
2 2 I receive individual feedback on the The coordination continuously
student's development throughout the provides me with feedbacks that
process from the allow me to improve my practice
coordination/guidance or teachers

3 3 I perceive that the student maintains There are bullying practices, such
positive relationships with his as exclusion or verbal aggression,
classmates and teachers
among students
4 4 Eventually the student demonstrates, In my class most students are
directly or indirectly, dissatisfaction or engaged
discomfort with the classes

5 5 I see the development of student I see students acting autonomously,

autonomy in everyday life due to according to their age group, as a
school practices result of school work

6 6 I see that the digital infrastructure in The school provides tools and
hybrid teaching has maintained the training so that I can maintain the
level of the lessons as adequate for quality of my classes in hybrid
student learning education

- 7 If you could change anything related If you could change anything

to the school's pedagogy, what would related to the school's pedagogy,
it be? what would it be?
Source: Original research data

Each of the statements was evaluated by the respondents through a Likert-type

satisfaction scale of four points, being: "Strongly disagree", "Partially disagree", "Partially
agree" and "Strongly agree". The purpose of the satisfaction scale was to collect the perception
of each category of respondents about each of the dimensions considered.
The data collected through the statements were tabulated and transformed into graphs
for statistical treatment, and a discussion of these results with the literature and the results of
the systematic review was carried out. The open question was analyzed through content
analysis. To this end, Câmara (2013) was used, who in his work describes and exemplifies the
three fundamental steps for conducting a content analysis: pre-analysis, exploration, and
interpretation.

RIAEE – Revista Ibero-Americana de Estudos em Educação, Araraquara, v. 17, n. 1, p. 0070-0096, Jan./Mar. 2022. e-ISSN: 1982-5587.
DOI: https://doi.org/10.21723/riaee.v17i1.16193 75
 School dropout due to pedagogical reasons or causes

Results and Discussion

The exploratory documentary research conducted with the data made available by the
institution about the students who dropped out in the period 2016-2019 pointed out that one of
the options in the questionnaire sent to the guardians of these students, called "Pedagogical
part", occupied a prominent position as an answer to the question "For what reason did you
transfer your child from school?", being selected by 30% of the respondents. In addition, other
options that may be related to pedagogical, such as "Lack of individual attention", also emerged
as a response to this item. On the other hand, these same respondents, when commenting on the
answer to the question "How likely are you to recommend Harmonia School to a friend or
colleague?", highlight the "teaching quality" as the main reason for the indication, which
suggests a problem in understanding which elements constitute, or what it means for the
respondents, the "pedagogical part".
In the 2018-2020 parent satisfaction survey, when asked about "Have you ever thought
of changing schools for your child?", 43% of the parents answered "sometimes", and when
answering the question "For what reason would you change schools for your child?", again the
option "pedagogical part" appeared among the main answers, being chosen by 26% of the
respondents. The exploratory documentary research indicated the existence of problems related
to the pedagogical part of the institution, but the inconsistencies pointed out suggest the need
for a greater understanding of what was put by those responsible as "pedagogical part". To
unveil the elements that constitute this expression and that are associated with school dropout,
we initially conducted a systematic review of the literature on the subject.
The systematic review resulted in 111 papers, of which 45 were considered potentially
relevant because the results met the inclusion criteria. After examining the papers using the
exclusion criteria, the final database was obtained. Chart 1 below shows the results of the
systematic review.

RIAEE – Revista Ibero-Americana de Estudos em Educação, Araraquara, v. 17, n. 1, p. 0070-0096, Jan./Mar. 2022. e-ISSN: 1982-5587.
DOI: https://doi.org/10.21723/riaee.v17i1.16193 76
 Paulo Dante de Toledo SERRAIN and José Anderson SANTOS CRUZ

Chart 1 – Results of the systematic review3

Source: Original research results

The final database contains 26 articles that were read in their entirety, and in each article
we sought to identify the general proposal (to propose strategies to deal with dropout or to
analyze elements related to dropout) and which pedagogical aspects were related to the topic of
school dropout. Table 3 below presents this compiled data, regarding the first author, year,
teaching modality, the general proposal of the article, and which pedagogical aspects were
associated with dropout at work.

Table 3 – Final database of the systematic review.

Author, year Teaching modality General proposal Pedagogical aspects associated with
dropout
Pena, 2021 Higher Education Proposes strategies for Teaching Methodology
(DE) dealing with dropout

Sá Filho, 2020 Higher Education Proposes strategies for Learning difficulties; Lack of study
(DE) dealing with dropout skills; Monitoring of school life

3
Google Acadêmico = Google Scholar; Potencialmente relevantes = Potentially Relevant; Retirados – critério de
exclusão = Removed - exclusion criteria; Base de dados final = Final database
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 School dropout due to pedagogical reasons or causes

Boff, 2020 Professional and Analyzes elements that Quality of teaching; Didactics;
technical education can cause evasion Difficulties in understanding the
content; Quantity of activities;
Relationship with teachers

Rocha et al., 2020 Higher Educationr Analyzes elements that Disinterest in classes; dislike of the
can cause evasion teacher; difficulties in understanding
the content; problems with classmates

Ferreira, 2020 Higher Education Proposes strategies for Teaching Methodology

dealing with dropout

Santos et al., 2020 Higher Education Proposes strategies for Teaching Methodology
dealing with dropout Teaching Methodologies; Curriculum
Practices; Monitoring of academic
life

Santos, 2019 Youth and Adult Analyzes elements that Relationship with the class
Education can cause evasion

Freitas, 2019 Higher Education Analyzes elements that Teaching Methodology

can cause evasion

Silva et al., 2019a Basic Education Proposes strategies for Welcoming; Belonging; Perception of
dealing with dropout the value of the curriculum;
Vocational Orientation; Teaching
Methodology; School Year Transition
Accompaniment;
Accompaniment of academic life
Queiroz, 2019 Basic Education Analyzes elements that Pedagogical mediation; Content
can cause evasion Planning; Teaching Strategies;
Learning evaluation; Teacher-student
relationship

Silva et al., 2019b Basic Education Proposes strategies for Sense of belonging to the institution;
dealing with dropout Perception of the value of the
curriculum

Chaym, 2019 Higher Education Analyzes elements that Curriculum; Methodology; Didactics;
can cause evasion Assessments; Pedagogical project;
Student support

Santos, 2018 Basic Education Proposes strategies for Political Pedagogical Project,
dealing with dropout Teaching Methodology

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 Paulo Dante de Toledo SERRAIN and José Anderson SANTOS CRUZ

Braz, 2018 Basic Education Analyzes elements that Political Pedagogical Project;
can cause evasion Curriculum; Teaching staff

Sousa, 2017 Basic Education Analyzes elements that Teaching model; Learning
can cause evasion difficulties; Failures

Ferreira et al., Basic Education Proposes strategies for School exclusion; Teaching
2017 dealing with dropout methodology; Teacher training;
Teacher-student relationship

Rempel, 2017 Basic Education Proposes strategies for Pedagogical Practices

dealing with dropout

Figueiredo, 2017 Professional and Analyzes elements that Not very flexible evaluation criteria;
technical education can cause evasion Not very dynamic teaching method;
Teachers not very encouraging

Viana, 2017 Higher Education Analyzes elements that Didactic and pedagogical practices;
can cause evasion Teaching staff

Grisa, 2016 Continued teacher Proposes strategies for Political Pedagogical Project
training dealing with dropout

Abadi, 2016 Higher Education Proposes strategies for Teaching methodology; Follow-up
(DE) dealing with dropout and feedbacks; Didactic material;
Monitoring of learning

Corrêa, 2016 Basic Education Analyzes elements that Curriculum, Teaching staff
can cause evasion

Silva, 2016 Basic Education Analyzes elements that Curriculum, Teaching staff
can cause evasion

Pereira, 2015 Youth and Adult Proposes strategies for Curriculum structure and
Education dealing with dropout organization; Teaching methodology;
Generational issues

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 School dropout due to pedagogical reasons or causes

Neto, 2015 Basic Education Analyzes elements that Assessment methods

can cause evasion

Santana, 2015 Youth and Adult Analyzes elements that Didactic action, Content not
Education can cause evasion attractive, useful or connected to life

Source: Original research results

Of the identified papers, all of them discuss public education, 11 deal with basic
education, 9 with higher education, 3 deal with youth and adult education, 2 deal with technical
and professional education, and 1 deals with continuing teacher education.
It was observed that 14 studies (6 of basic education, 4 of higher education, 2 of
professional and technical education, and 2 of youth and adult education) aim to analyze
possible causes of school dropout. Among these, 7 took data from the students' point of view,
3 from the teachers', 2 from the counselors/coordinators/directors, and 2 were bibliographic or
documental in nature. Among the causes found are issues related to the political pedagogical
project, the curriculum (structure and organization), the teaching methodologies, the didactics,
the evaluation methods, the teaching staff, the institutional support to the student, and the
interpersonal relationships.
On the other hand, 12 papers (5 in basic education, 5 in higher education, 1 in continuing
education for teachers, and 1 in youth and adult education) discuss possible pedagogical actions
to deal with dropouts. Among these, 8 suggest measures related to teaching methodology and
4 related to the monitoring of the student's school and academic life to deal with dropout.
Besides this, we can highlight other actions presented in the studies related to the political
pedagogical project, the curriculum (structure/organization and the student's perception of its
value), the teachers' continuing education, the evaluation methods, and the relationship with
colleagues and teachers. From this analysis, it can be noted that despite the complexity of the
dropout theme pointed out by the literature, the works that present proposals to deal with this
phenomenon approach it without taking into account the multiplicity of pedagogical dimensions
associated with dropout.

RIAEE – Revista Ibero-Americana de Estudos em Educação, Araraquara, v. 17, n. 1, p. 0070-0096, Jan./Mar. 2022. e-ISSN: 1982-5587.
DOI: https://doi.org/10.21723/riaee.v17i1.16193 80
 Paulo Dante de Toledo SERRAIN and José Anderson SANTOS CRUZ

From the results of the systematic review, which culminated in the survey of the
pedagogical dimensions that are related to school dropout, a descriptive field research was
conducted with the responsible people and teachers of the institution. Next, we will present the
results, expressed as percentages, obtained from the evaluation made by the respondents of the
statements presented in Table 2, and the discussions of these results with the results of the
systematic review and other relevant literature.
Regarding dimension 1 of Table 2, Chart 2 shows that the evaluative activities are not
a point of attention for the segment in the perception of the caregivers. However, it is observed
that locally in the 9th grade there is a significant decrease among those who "strongly agree"
that the evaluative activities contribute to the development of students. Given that this is a year
of teaching linked to re-enrollment for the next segment, it is observed in the work of Figueiredo
(2017) that practices related to evaluation, whether its method or its conduct, may emerge as
possible impact factors on dropout.

Chart 2 – Question 1 - Respondents by grade and segment4

Discordo fortemente Discordo parcialmente Concordo parcialmente Concordo fortemente

PORCENTAGEM DE
RESPONDENTES

55,56

54,55

54,55
53,33

50,91
44,44

43,64
36,36

36,36
40
9,09

9,09
6,67

5,45
0
0

6 ANO 7 ANO 8 ANO 9 ANO SEGMENTO

ANO DE ENSINO E SEGMENTO

Source: Original research results

On the same dimension, Chart 3 represents the teachers' perception on the contribution
of the evaluation system to the students' development. Of the responding teachers, 50% are
between "partially disagree" (16.67%) and "partially agree" (33.33%) that the evaluation system
contributes to student development. The results suggest some degree of dissatisfaction of
teachers in relation to the evaluation system. In this sense, Grisa and Ferrari (2016) argue that
evaluation depends on the interests and goals of the school, and must also respect principles

4
PORCENTAGEM DE RESPONDENTES = PERCENTAGE OF RESPONDENTS; Discordo fortemente = I
stronlgy disagree; Dicordo parcialmente = I partly disagree; Concordo parcialmente = I partly agree; Concordo
fortemente = I strongly agree; 6 ANO = 6th grade; 7 ANO = 7th grade and so on
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 School dropout due to pedagogical reasons or causes

and criteria collectively reflected by teachers and present in the political pedagogical project of
the institution.
Chart 3 – Question 1 - Teachers5

Professores
PORCENTAGEM DE
RESPONDENTES

50
33,33
16,67
0

DISCORDO DISCORDO CONCORDO CONCORDO

FORTEMENTE PARCIALMENTE PARCIALMENTE FORTEMENTE

Source: Original research results

Regarding dimension 2, in Chart 4 we can see that the follow-up of the student's
academic life is a point of attention in the segment, since 38.18% of the people responsible are
between "I strongly disagree" (16.67%) and "I partially disagree" (29.09%) about receiving
feedback from the coordination, guidance, or teachers during the student's learning process.
Moreover, it is observed that this problem worsens in the initial years, especially in the 7th
grade, where 63.63% of those responsible are between "strongly disagree" (18.18%) and
"partially disagree" (45.45%). The survey conducted by Santos and collaborators (2020) on
dropout in higher education indicates the need to develop a structured institutional monitoring
plan of the students' academic life, not only about their learning, but also about their experience
in the educational environment.

5
PORCENTAGEM DE RESPONDENTES = PERCENTAGEOF RESPONDENTS; Professores = teachers;
Discordo fortemente = I strongly disagree; Discordo parcialmente = I partly disagree; Concordo parcialmente = I
partly agree; Concordo fortemente = I strongly agree
RIAEE – Revista Ibero-Americana de Estudos em Educação, Araraquara, v. 17, n. 1, p. 0070-0096, Jan./Mar. 2022. e-ISSN: 1982-5587.
DOI: https://doi.org/10.21723/riaee.v17i1.16193 82
 Paulo Dante de Toledo SERRAIN and José Anderson SANTOS CRUZ

Chart 4 – Question 2 - Respondents by grade and segment6

Discordo fortemente Discordo parcialmente Concordo parcialmente Concordo fortemente

PORCENTAGEM DE
RESPONDENTES

45,45

45,45

36,36
33,33

33,33
40

29,09
27,78

27,78

27,27

27,27
26,67

25,45
18,18

18,18
11,11

9,09

9,09

9,09
0
6 ANO 7 ANO 8 ANO 9 ANO SEGMENTO
ANO DE ENSINO E SEGMENTO

Source: Original research results

Also on the second dimension, Chart 5 represents the teachers' perception of the
feedback process on their practice by the coordination. Among the respondents, 50% are
between "strongly disagree" (16.67%), "partially disagree" (16.67%) and "partially agree"
(16.67%). The dispersion of the data suggests that this process is not structured or clear for
teachers. According to Domingues (2013), the school is a locus for the continuing education
process of teachers, which must consider aspects such as the school culture of the institution.
For this author, bringing training closer to the workplace shortens the distance between actual
teaching action and reflection on that action. Thus, pedagogical coordination plays a
fundamental role in the teachers' personal and affective involvement, giving concreteness to the
school's educational project.

6
PORCENTAGEM DE RESPONDENTES = PERCENTAGE OF RESPONDENTS; Discordo fortemente = I
stronlgy disagree; Dicordo parcialmente = I partly disagree; Concordo parcialmente = I partly agree; Concordo
fortemente = I strongly agree; 6 ANO = 6th grade; 7 ANO = 7th grade and so on
RIAEE – Revista Ibero-Americana de Estudos em Educação, Araraquara, v. 17, n. 1, p. 0070-0096, Jan./Mar. 2022. e-ISSN: 1982-5587.
DOI: https://doi.org/10.21723/riaee.v17i1.16193 83
 School dropout due to pedagogical reasons or causes

Chart 5 – Question 2 - Teachers7

PORCENTAGEM DE Professores
RESPONDENTES

50
16,67

16,67

16,67
DISCORDO DISCORDO CONCORDO CONCORDO
FORTEMENTE PARCIALMENTE PARCIALMENTE FORTEMENTE

Source: Original research results

Related to dimension 3, in Chart 6 it is shown that the view of those responsible in the
segment is positive about the relationships between students, their classmates and teachers,
since 94.55% of respondents are between "partially agree" (41.82%) and "strongly agree"
(52.73%) that students maintain positive relationships with their classmates and teachers. About
the teacher-student relationship, Queiroz and Vieira (2019), when studying the imbrications
between pedagogical mediations and practices and dropout in elementary school, place the
teacher-student relationship as a first-order motivational factor, such that it can favor the
construction of a favorable environment for learning.

7
PORCENTAGEM DE RESPONDENTES = PERCENTAGEOF RESPONDENTS; Professores = teachers;
Discordo fortemente = I strongly disagree; Discordo parcialmente = I partly disagree; Concordo parcialmente = I
partly agree; Concordo fortemente = I strongly agree
RIAEE – Revista Ibero-Americana de Estudos em Educação, Araraquara, v. 17, n. 1, p. 0070-0096, Jan./Mar. 2022. e-ISSN: 1982-5587.
DOI: https://doi.org/10.21723/riaee.v17i1.16193 84
 Paulo Dante de Toledo SERRAIN and José Anderson SANTOS CRUZ

Chart 7 – Question 3 – Respondents by grade and segment8

Discordo fortemente Discordo parcialmente Concordo parcialmente Concordo fortemente

PORCENTAGEM DE

61,11
RESPONDENTES

54,55
53,33

52,73
46,67
45,45
45,45

45,45

41,82
27,78
11,11

9,09

5,45
0

0
0

0
0

0
6 ANO 7 ANO 8 ANO 9 ANO SEGMENTO
ANO DE ENSINO E SEGMENTO

Source: Original research results

On the other hand, about the third dimension, Chart 7 points out that in the view of the
teachers 50% are between "strongly agree" and "partially agree" with the existence of bullying
practices among students. Regarding interpersonal relationships among students, Boff and
Bagnara (2020) investigated the school dropout in technical and vocational education and point
out that the lack of respect in the academic environment and the absence of understanding when
expressing their ideas are points that need the institution's attention. The divergence between
the perception of guardians and teachers on this issue makes a specific investigation necessary
to understand how the learning environment is, in terms of interpersonal relationships, and the
institutional care about them.

8
PORCENTAGEM DE RESPONDENTES = PERCENTAGE OF RESPONDENTS; Discordo fortemente = I
stronlgy disagree; Dicordo parcialmente = I partly disagree; Concordo parcialmente = I partly agree; Concordo
fortemente = I strongly agree; 6 ANO = 6th grade; 7 ANO = 7th grade and so on
RIAEE – Revista Ibero-Americana de Estudos em Educação, Araraquara, v. 17, n. 1, p. 0070-0096, Jan./Mar. 2022. e-ISSN: 1982-5587.
DOI: https://doi.org/10.21723/riaee.v17i1.16193 85
 School dropout due to pedagogical reasons or causes

Chart 7 – Question 3 - Teachers9

Professores
PORCENTAGEM DE
RESPONDENTES

33,33
16,67

25

25
DISCORDO DISCORDO CONCORDO CONCORDO
FORTEMENTE PARCIALMENTE PARCIALMENTE FORTEMENTE

Source: Original research results

About dimension 4, in Chart 8 it is pointed out that the dissatisfaction of the students
with the classes is a point of attention for the segment, since 61.81% of the responsible people
are between "partially agree" (36.36%) and "strongly agree" (25.45%) in relation to the students
showing direct or indirect dissatisfaction with the classes. Furthermore, it is observed that these
results are accentuated in 6th and 9th grade. For these particular years, the work of Silva and
collaborators (2019) stands out, who proposed pedagogical actions to combat dropout with
projects for monitoring the transition between segments as a preventive action, since academic
and sometimes institutional changes can significantly impact the student's life.

9
PORCENTAGEM DE RESPONDENTES = PERCENTAGEOF RESPONDENTS; Professores = teachers;
Discordo fortemente = I strongly disagree; Discordo parcialmente = I partly disagree; Concordo parcialmente = I
partly agree; Concordo fortemente = I strongly agree
RIAEE – Revista Ibero-Americana de Estudos em Educação, Araraquara, v. 17, n. 1, p. 0070-0096, Jan./Mar. 2022. e-ISSN: 1982-5587.
DOI: https://doi.org/10.21723/riaee.v17i1.16193 86
 Paulo Dante de Toledo SERRAIN and José Anderson SANTOS CRUZ

Chart 8 – Question 4 - Respondents by grade and segment10

Discordo fortemente Discordo parcialmente Concordo parcialmente Concordo fortemente

PORCENTAGEM DE
RESPONDENTES

45,45

36,36
33,33
33,33

33,33
40
27,27

27,27
27,27

25,45
21,82
18,18

18,18
18,18

18,18
16,67
16,67

16,36
20
6,67
6 ANO 7 ANO 8 ANO 9 ANO SEGMENTO
ANO DE ENSINO E SEGMENTO

Source: Original research results

Regarding the fourth dimension, Chart 9 shows that in the view of the teachers 66.66%
are between "strongly agree" (33.33%) and "partially agree" that students are engaged in their
classes. On the one hand, we have the perception of those in charge who see students as
dissatisfied with their classes, and on the other hand, the professors, who perceive students as
engaged. The result can derive from several situations, such as a local dissatisfaction, relative
to one or more subjects, or situational, relative to non-face-to-face teaching due to the COVID-
19 pandemic.

10
PORCENTAGEM DE RESPONDENTES = PERCENTAGE OF RESPONDENTS; Discordo fortemente = I
stronlgy disagree; Dicordo parcialmente = I partly disagree; Concordo parcialmente = I partly agree; Concordo
fortemente = I strongly agree; 6 ANO = 6th grade; 7 ANO = 7th grade and so on
RIAEE – Revista Ibero-Americana de Estudos em Educação, Araraquara, v. 17, n. 1, p. 0070-0096, Jan./Mar. 2022. e-ISSN: 1982-5587.
DOI: https://doi.org/10.21723/riaee.v17i1.16193 87
 School dropout due to pedagogical reasons or causes

Chart 9 – Question 4 - Teachers11

Professores
PORCENTAGEM DE
RESPONDENTES

33,33

33,33

33,33
0

DISCORDO DISCORDO CONCORDO CONCORDO

FORTEMENTE PARCIALMENTE PARCIALMENTE FORTEMENTE

Source: Original research results

Regarding dimension 5, in Chart 10 it is observed that the development of student

autonomy is perceived positively by those responsible in the segment, since 92.73% of
respondents are between "partially agree" (32.73%) and "strongly agree" (60%) on perceiving
the development of student autonomy as a result of school practices. Berbel (2011), when
analyzing studies focused on the promotion of student autonomy and pedagogical potentials,
states that activities that promote autonomy demand personal involvement of the student, a low-
pressure and highly flexible environment, and psychological freedom and freedom of choice.
Also in the figure of the teacher reside characteristics that corroborate the development of
student autonomy, such as the teacher nurturing internal motivations, offering rational
explanations for studying a certain content or performing a certain activity, using an
informational and non-controlling language, respecting the students' learning pace, and
recognizing and accepting students' expressions of negative feelings (BERBEL, 2011).

11
PORCENTAGEM DE RESPONDENTES = PERCENTAGEOF RESPONDENTS; Professores = teachers;
Discordo fortemente = I strongly disagree; Discordo parcialmente = I partly disagree; Concordo parcialmente = I
partly agree; Concordo fortemente = I strongly agree
RIAEE – Revista Ibero-Americana de Estudos em Educação, Araraquara, v. 17, n. 1, p. 0070-0096, Jan./Mar. 2022. e-ISSN: 1982-5587.
DOI: https://doi.org/10.21723/riaee.v17i1.16193 88
 Paulo Dante de Toledo SERRAIN and José Anderson SANTOS CRUZ

Chart 10 – Question 5 - Respondents by grade and segment12

Discordo fortemente Discordo parcialmente Concordo parcialmente Concordo fortemente

66,67

63,64
PORCENTAGEM DE
RESPONDENTES

54,55

53,33

60
36,36

32,73
40
27,78

27,27
9,09

9,09

7,27
6,67
5,56
0

0
6 ANO 7 ANO 8 ANO 9 ANO SEGMENTO
ANO DE ENSINO E SEGMENTO

Source: Original research results

On the other hand, in the teachers' perception of the fifth dimension, Chart 11 shows
that 41% "partially disagree" about observing students acting autonomously, according to their
age group, as a result of school work. Grisa and Ferrari (2016), when proposing the
reformulation of the political pedagogical project as a strategy to combat school dropout, point
out that the curriculum should contribute to the development of students' intellectual autonomy,
which is perceived by those in charge, and that this should be a collaborative and participatory
work of the school community. Therefore, the results among teachers suggest the need to listen
to these professionals about their expectations regarding the students' autonomy for each year
and a joint analysis of the expectations outlined by the institution within its political pedagogical
project.

12
PORCENTAGEM DE RESPONDENTES = PERCENTAGE OF RESPONDENTS; Discordo fortemente = I
stronlgy disagree; Dicordo parcialmente = I partly disagree; Concordo parcialmente = I partly agree; Concordo
fortemente = I strongly agree; 6 ANO = 6th grade; 7 ANO = 7th grade and so on
RIAEE – Revista Ibero-Americana de Estudos em Educação, Araraquara, v. 17, n. 1, p. 0070-0096, Jan./Mar. 2022. e-ISSN: 1982-5587.
DOI: https://doi.org/10.21723/riaee.v17i1.16193 89
 School dropout due to pedagogical reasons or causes

Chart 11 – Question 5 - Teachers13

Professores
PORCENTAGEM DE
RESPONDENTES

41,67

50

8,33
0

DISCORDO DISCORDO CONCORDO CONCORDO

FORTEMENTE PARCIALMENTE PARCIALMENTE FORTEMENTE

Source: Original research results

Regarding dimension 6, Chart 12 shows that the perception of those responsible for the
infrastructure of remote/semipresential education offered by the school is positive for the
segment, with 81.82% of respondents between "partially agree" (50.91%) and "strongly agree"
(30.91%). It is observed that this result is better perceived in 8th and 9th grade, but stands out
negatively in 7th grade, where 36.36% of respondents are between "strongly disagree" (9.09%)
and "partially disagree" (27.27%).

Chart 12 – Question 6 - Respondents by grade and segment14

Discordo fortemente Discordo parcialmente Concordo parcialmente Concordo fortemente

72,73
80
PORCENTAGEM DE
RESPONDENTES

50,91
45,45
50
33,33

30,91
27,27
18,18

18,18
11,11

10,91
9,09

9,09

7,27
6,67
6,67

6,67
5,56

6 ANO 7 ANO 8 ANO 9 ANO SEGMENTO

ANO DE ENSINO E SEGMENTO

Source: Original research results

13
PORCENTAGEM DE RESPONDENTES = PERCENTAGEOF RESPONDENTS; Professores = teachers;
Discordo fortemente = I strongly disagree; Discordo parcialmente = I partly disagree; Concordo parcialmente = I
partly agree; Concordo fortemente = I strongly agree
14
PORCENTAGEM DE RESPONDENTES = PERCENTAGE OF RESPONDENTS; Discordo fortemente = I
stronlgy disagree; Dicordo parcialmente = I partly disagree; Concordo parcialmente = I partly agree; Concordo
fortemente = I strongly agree; 6 ANO = 6th grade; 7 ANO = 7th grade and so on
RIAEE – Revista Ibero-Americana de Estudos em Educação, Araraquara, v. 17, n. 1, p. 0070-0096, Jan./Mar. 2022. e-ISSN: 1982-5587.
DOI: https://doi.org/10.21723/riaee.v17i1.16193 90
 Paulo Dante de Toledo SERRAIN and José Anderson SANTOS CRUZ

As for the teachers' view on the sixth dimension, Chart 13 highlights that the perception
of the institutional support received during the period of remote/semipresencial teaching is
perceived positively, with 83.33% between "partially agree" (25%) and "strongly agree"
(58.33%) that the institution offered materials and training so that the quality of the work was
maintained.

Chart 13 – Question 6 - Teachers15

Professor
PORCENTAGEM DE

58,33
RESPONDENTES

16,67

25
0

DISCORDO DISCORDO CONCORDO CONCORDO

FORTEMENTE PARCIALMENTE PARCIALMENTE FORTEMENTE

Source: Original research results

Regarding the open question, after the pre-analysis of the data, the information collected
from the respondents in charge was organized into six categories. The same process was used
to organize the data from the teacher respondents into five categories. Table 4 shows the
categories for students' and teachers' guardians and the relative frequency in relation to each
one of them.

15
PORCENTAGEM DE RESPONDENTES = PERCENTAGEOF RESPONDENTS; Professores = teachers;
Discordo fortemente = I strongly disagree; Discordo parcialmente = I partly disagree; Concordo parcialmente = I
partly agree; Concordo fortemente = I strongly agree
RIAEE – Revista Ibero-Americana de Estudos em Educação, Araraquara, v. 17, n. 1, p. 0070-0096, Jan./Mar. 2022. e-ISSN: 1982-5587.
DOI: https://doi.org/10.21723/riaee.v17i1.16193 91
 School dropout due to pedagogical reasons or causes

Table 4 - Categories for guardians and teachers and their relative frequency

Guardians Freq. 6grade Freq. 7grade Freq. 8grade Freq. 9grade Teacherss Freq.
No change 11,11 9,09 40,00 27,27 No change 41,67
Workload 22,22 18,18 6,67 9,09 Listening to 16,67
distribution teachers
Accompaniment 22,22 27,27 20,00 0,00 Feedbacks 16,67
of academic life
Methodology 16,67 18,18 6,67 0,00 Students’ 16,67
autonomy
Technologya 11,11 9,09 0,00 18,18 Burocracy 8,33
Evaluation 16,67 9,09 6,67 18,18 - -
Method
Source: Original research results

Of the categories identified among the guardians, three were already dimensions
considered in the research (monitoring of academic life, evaluation method and methodology)
and the answers served to better describe the respondents' intentions, and the other three are
new. Regarding these categories, regarding the monitoring of academic life, it is observed that
this category unfolds into two subcategories: the feedback given to parents (individually and
through the parents' meeting) and the feedback given to students. As for the assessment method,
the respondents question its relationship with student learning and, as for the methodology,
those responsible suggest practices and strategies to be used in the classroom, either to increase
the dynamics of the classes, or to instigate curiosity or critical sense. Among the unprecedented
categories, regarding the distribution of the workload, this category unfolds into two
subcategories, being them: redistribution for the increase of sports practices and redistribution
for moments of academic support, such as monitorships. About the technology category, the
respondents point to an excessive support in the use of technology by the institution.
Regarding the categories identified among the professors, two were already included in
the research (feedback from the coordination and development of student autonomy) and three
were new. Regarding these categories, the professors point out the need for a structured process
of feedback on their practice and a need to develop student autonomy within the institution's
processes. As for the new categories, the professors indicate the need for the institution to listen
more actively to their proposals, and the need for the faculty to participate in institutional
decisions. In another category, bureaucracy, the need emerges to review which documents are
effectively necessary for the conduction of pedagogical practice and school documentation, and
which are unnecessary.

RIAEE – Revista Ibero-Americana de Estudos em Educação, Araraquara, v. 17, n. 1, p. 0070-0096, Jan./Mar. 2022. e-ISSN: 1982-5587.
DOI: https://doi.org/10.21723/riaee.v17i1.16193 92
 Paulo Dante de Toledo SERRAIN and José Anderson SANTOS CRUZ

Final considerations

The exploratory documentary research allowed the identification of a problem not

perceived by the school institution until then, pedagogical factors related to dropouts and
problems in the pedagogical work done in the final years of elementary school. The systematic
literature review identified significant pedagogical dimensions for the study of dropouts, such
as those used in this work: the evaluation method, the monitoring of academic life, the
relationship with classmates and teachers, the quality of the classes and the development of
student autonomy, and others, such as teacher training, the curriculum, and the political
pedagogical project.
By analyzing the perception of those responsible for the students on these dimensions,
it was possible to identify local problems (in certain years of education) and global problems
(of the entire segment), as well as the relevance of each dimension within the "pedagogical
part", mentioned both by those responsible for the students who dropped out and those
responsible for the students who are currently at the institution. In one of the dimensions,
"Quality of classes", despite the perceived dissatisfaction of students in the view of those
responsible for the students, the perception of professors about the participation of students in
classes was positive, indicating the need for further investigation on this particular point.
When analyzing the perception of the teachers, it was possible to identify needs, such
as a greater participation of teachers in institutional decisions, and processes, such as feedback
on practice, that need to be improved or structured.
Based on the results of this work, a prevention plan can be proposed to the institution's
management, focusing on the prevention of dropout due to pedagogical reasons or causes. To
this end, it was decided which pedagogical dimensions constitute the plan, in light of the
systematic review, and which are priorities, considering what was raised in the descriptive field
research. Next, it was decided which pedagogical agents are involved and how they are involved
in each dimension, such as the pedagogical direction, the pedagogical coordination, the
pedagogical guidance, the institution's psychologist, the teaching staff, and the students
themselves. Once the role of each agent in each dimension was structured, the instruments for
conducting and monitoring were prepared, such as interviews, discussion forums, and
quantitative surveys, considering the particularities of each year of education in the segment
and the expectations of each of the dimensions over the school years as one way to measure the
pedagogical work done for students and teachers. The content of this plan will help qualify the
pedagogical work done by the institution and mitigate future dropouts for pedagogical reasons.
RIAEE – Revista Ibero-Americana de Estudos em Educação, Araraquara, v. 17, n. 1, p. 0070-0096, Jan./Mar. 2022. e-ISSN: 1982-5587.
DOI: https://doi.org/10.21723/riaee.v17i1.16193 93
 School dropout due to pedagogical reasons or causes

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How to reference this article

SERRAIN, P. D. T.; SANTOS CRUZ, J. A. School dropout due to pedagogical reasons or

causes. Revista Ibero-Americana de Estudos em Educação, Araraquara, v. 17, n. 1, p. 0070-
0096, Jan./Mar. 2022. e-ISSN: 1982-5587. DOI: https://doi.org/10.21723/riaee.v17i1.16193

Submitted: 15/06/2021
Revisions requested: 11/08/2021
Approved: 01/09/2021
Published: 02/01/2022

Management of translations and versions: Editora Ibero-Americana de Educação

Translator: Thiago Faquim Bittencourt
Translation reviewer: Alexander Vinícius Leite da Silva

RIAEE – Revista Ibero-Americana de Estudos em Educação, Araraquara, v. 17, n. 1, p. 0070-0096, Jan./Mar. 2022. e-ISSN: 1982-5587.
DOI: https://doi.org/10.21723/riaee.v17i1.16193 96