Teorias do abandono na educação superior: fundamentos, natureza e limites

Abstract

This thesis critically reviews the Dropout Theory in higher education, focusing on the classical models of Spady and Tinto. The aim is to analyze the foundations, limits and implications of these models, proposing more contextualized theoretical and methodological alternatives. The methodology is based on narrative literature review and documentary analysis, covering national and international studies. The theory of abandonment, inspired by Durkheim, understands abandonment as a failure of academic/social integration, associating it with institutional deviation and failure. The criticisms point to methodological reductionism, decontextualization, coloniality of knowledge and neglect of individual trajectories and external factors. A multidimensional approach is proposed, which considers social, institutional and subjective contexts, distinguishing problematic dropouts (deprivation of rights and non-fulfillment of the purposes of higher education) from typical flows. It is recommended to redefine the concept of abandonment, overcome the success/failure dichotomy, and adopt mixed methods. The thesis argues that not all dropouts should be seen as deviations, some as a legitimate part of the formative trajectory, requiring public policies and institutional evaluations sensitive to diversity and the Latin American reality.