Análise da evasão no curso de Gestão da Informação da Universidade Federal de Uberlândia: um estudo do período de 2012 a 2024

Abstract

Academic dropout in Brazilian higher education, especially in full-time programs offered by public universities, remains a persistent challenge that affects professional training, the quality of education, and the efficient use of public resources. At the Federal University of Uberlândia (UFU), the Information Management program has historically shown a high dropout rate, raising concerns about the need to investigate its causes and seek effective retention strategies. This study aimed to analyze the factors contributing to student dropout in this program between 2012 and 2024, providing practical and contextualized recommendations to support student retention.The relevance of this research lies in the scarcity of in-depth studies on dropout in full-time programs in the field of Information Science, as well as in the importance of understanding this phenomenon within a course strongly connected to technology and the labor market. A mixed-methods approach was adopted, integrating both quantitative and qualitative analyses. Secondary data from UFU were used, along with structured questionnaires applied to 32 former students (via Google Forms) and semi-structured interviews with 12 of these participants, selected by convenience. The interviews were transcribed, coded, and analyzed using Atlas.ti software, while quantitative data were processed with statistical techniques in Python.The results indicate multiple causes for dropout, especially the difficulty in balancing work and study, lack of identification with the course, unplanned entry into higher education, and the absence of academic and social support. Higher dropout rates were observed during the first two semesters, particularly among male students and those from public schools. While many participants reported frustration with their academic experience, involvement in extracurricular activities—such as student organizations and academic projects—was mentioned as a temporary engagement factor. Notably, in several cases, dropout was not perceived as failure but rather as a rational decision based on real job opportunities, particularly in the IT field.This research contributes by offering an in-depth overview of dropout in the Information Management program at UFU, enabling the institution to reassess its strategies for student support and curricular flexibility. The study's limitations include a low questionnaire response rate and difficulties in reaching a larger number of former students, which may limit the generalizability of the findings. Suggested actions include strengthening student feedback policies, improving communication about the course profile during admissions, and expanding student support programs. Future research may explore similar analyses in other programs or institutions and assess the impact of retention policies and the COVID-19 pandemic.