Analysis of dropout factors in higher education programs at IFMG – Governador Valadares campus and proposals for preventive intervention

Abstract

This study provides an in-depth investigation into the phenomenon of school dropout in the higher education programs of Production Engineering (ENP), Civil Engineering (ENC), and Environmental and Sanitary Engineering (EAS) at the Federal Institute of Minas Gerais (IFMG), Governador Valadares campus, covering the period from 2022.1 to 2024.1. The central objective of this research was to diagnose the determining causes of academic abandonment and, based on this mapping, propose and implement strategic interventions to promote student persistence and success within the institution. The methodology consisted of a quantitative and qualitative analysis of institutional data, revealing that most dropouts with an identified reason (11.3%) are due to the students' need to balance work with their study workload. Other significant recorded factors include the residual impacts of the pandemic and difficulties with remote learning (5.3%), course or institution transfers (4.6%), and a lack of identification with the chosen field (4.3%). A critical piece of data revealed by the analysis is the 47.7% dropout rate with no specified reason or lack of student response, highlighting a communication gap that the project aimed to mitigate. In practical response to the diagnosis, the study promoted psychopedagogical support and welcoming actions, such as lectures on mental health focused on anxiety and depression, in addition to the implementation of a freshman mentoring program. In these actions, senior students act as mentors to assist in emotional integration and support regarding academic questions. It is concluded that early intervention and the strengthening of institutional bonds are essential to reduce student turnover and ensure the intended professional training.