2026-06-122026-06-122021-09-13Santos, Jullyana Souza, 1991 - Processos educativos e o problema da evasão no curso técnico subsequente de um Instituto Federal da região Nordeste do Brasil : uma analise à luz da pedagogia histórico-crítica / Jullyana Souza Santos. – 2021. 104 f. : il. ; 30 cm Dissertação (Mestrado) – Universidade do Sul de Santa Catarina, Pós- graduação em Educação. Orientação: Prof. Dr. Matheus Bernardo Silva 1. Ensino profissional. 2. Professores - Formação. 3. Evasão escolar. 4. Pedagogia Histórico-Crítica. I. Silva, Matheus Bernardo. II. Universidade do Sul de Santa Catarina. III. Título.https://repositorio.ifal.edu.br/handle/123456789/3086The main focus of this research is to investigate the relation among the indicators of students’ dropout and educational processes in the Subsequent Technical Course in Work Safety at the Federal Institute of Alagoas (IFAL) – Campus Palmeira dos Índios. We started from the hypothesis that the professional qualification of teachers, members of the Work Safety course, due to their predominantly technical qualification (so, an emptying of pedagogical training) can contribute, even if indirectly, to students’ dropout rate. Therefore, we established the following question as topic of research: What aspects of the educational process, from the perspective of historical-critical pedagogy, contribute to students’ dropout in the Subsequent Technical Course in Work Safety at IFAL – Campus Palmeira dos Índios? We established as the general objective to analyze which aspects of the educational process, from the perspective of historical-critical pedagogy, contribute to students’ dropout in the Subsequent Technical Course in Work Safety at IFAL– Campus Palmeira dos Índios. As specific objectives, we have: a) to understand the relationship between the didactic-pedagogical method proposed by the historical-critical pedagogy and professional education; b) discuss how we made the teaching identity of the teachers of the Work Safety course under the light of historical-critical pedagogy; c) to examine the relationship between the teaching identity of these professionals and the dropout indicators, which appear in the PEIPE - Institutional Strategic Plan for Permanence and Success, indicated by the students from IFAL. The main bases of historical-dialectical materialism are taken as a theoretical-methodological framework and, consequently, the historical-critical pedagogical theory regarding the concept of education and the social function of the teacher. Thus, a documental research was carried out, in order to understand the elements that constitute the dropout indicators, plus a field research, in order to raise data on the professional qualification of the teachers who make up the Subsequent Technical Course on Work Safety at IFAL. As methodological procedures, a questionnaire was applied and a semi-structured interview was carried out with the six teachers who make up the teaching staff of the course under analysis. The results show that there is no critical questioning of the lack of cohesive pedagogical training as one of the dimensions responsible for the high rate of school dropout. Therefore, we found that the teachers who collaborated with the research see the role of the teacher under a pragmatic view of education, reinforcing the productivist idea of education. We also conclude that these teachers perceive their students through the external aspects of the pedagogical act, that they emphasize the advantages or limitations of the recipients without highlighting the aspects of the educational process, housing the difficulties in the individual, thus approaching the specificities of the pedagogy of exclusion. In the end, we reinforce the need for a pedagogical practice (even for technical courses) based on historical-critical pedagogy focusing on training full-time students with critical capacity to transform social reality.ptAttribution-ShareAlike 3.0 BrazilEnsino profissionalProfessores - formaçãoEvasão escolarPedagogia histórico-críticaEducação profissionalFormação pedagógica docenteDissertaçãoCIENCIAS HUMANAS::EDUCACAO