2026-04-272026-04-272026-02-25https://repositorio.ifal.edu.br/handle/123456789/3020This Final Course Paper analyzes school dropout in Professional and Technological Education (PTE) through the articulation between the formative trajectory experienced in the postgraduate program in Teaching in PTE, the theoretical frameworks on work, curriculum, youth, and student retention, and the author’s professional experiences in the context of public education. Based on a qualitative approach, the study understands dropout as a multifactorial phenomenon resulting from the interaction between socioeconomic inequalities, institutional weaknesses, and pedagogical practices with limited educational meaning. The reflections developed throughout the course components enabled a critical analysis of student retention, highlighting the central role of integrated curriculum, student assistance policies, inclusive educational practices, and the strengthening of pedagogical bonds as strategies to address school dropout. As a practical outcome, an action plan is presented with pedagogical and institutional proposals aimed at promoting student retention and success in PTE, articulating theory and teaching practice. It is concluded that critical and contextualized teacher education is a fundamental element for understanding the challenges of PTE and for building educational interventions capable of contributing to the reduction of school dropout.ptAttribution-NonCommercial-NoDerivs 3.0 BrazilEducação Profissional e Tecnológica – DocênciaEvasão escolar – Educação Profissional e TecnológicaPermanência estudantilEvasão escolarCurrículo integradoFormação docenteSchool dropoutProfessional and Technological EducationStudent retentionIntegrated curriculumTeacher educationTrabalho de Conclusão de CursoCIENCIAS HUMANAS::EDUCACAO