A evasão dos cursos de licenciatura em Matemática: uma pesquisa bibliográfica sobre os motivos apontados em produções acadêmicas no Brasil no período de 2016 a 2023

Abstract

Dropout is defined as the definitive withdrawal of a student from their course before its completion. This study is initially motivated by the relationships established by the author with other students in the on campus Mathematics Teacher Education program. The problem arises due to the high rate of enrollment withdrawals, as evidenced by data from the Analisa UFG Platform (2025), which indicate that between 2014 and 2024, out of 1,03 4 enrolled students, 473 suspended their enrollment and 8 requested transfer. According to the literature on mathematics teacher education programs, factors leading to dropout include the need to work, difficulties in balancing study and work, teacher stud ent relationships, dissatisfaction, among other factors. This is a bibliographic study that uses theses and dissertations from the Brazilian Digital Library of Theses and Dissertations (BDTD) as its source. Eight studies were selected and analyzed as the c orpus of the research based on the following criteria: time frame; titles and abstracts that mentioned dropout factors; and on campus teacher education programs, covering the period from 2014 to 2024, with the aim of answering the question of what the main factors that may lead to dropout in mathematics teacher education programs are, according to research conducted in Brazil. Based on the inclusion and exclusion criteria, eight studies published between 2016 and 2023 were selected, with the objective of id entifying and analyzing the reasons presented in these academic productions from Brazilian institutions. Based on the methodological proposal of Marconi and Lakatos (2003), the selected material was examined through critical reading and note taking. After analyzing the selected studies, the dropout factors discussed in these academic works were identified and grouped into four thematic categories: factors related to the Mathematics Teacher Education program; factors related to difficulties stemming from pri or basic education; factors related to the institution; and personal factors. Grounded in studies by Silva et al. (2021), Cruz (2017), Masola and Allevato (2021), among other authors, it was found that many students drop out of Mathematics Teacher Educatio n programs due to factors such as the specific demands of the course; difficulties generated by content centered pedagogical practices; insufficient basic education; lack of institutional support and welcoming practices by the institution and faculty; the need to work and the inability to dedicate sufficient time to studies; as well as family and personal reasons. It is concluded that dropout is a complex and multifactorial phenomenon arising from both objective and subjective issues, and that students do n ot drop out simply “because they want to”; rather, real conditions of access and retention are required in order to ensure more accessible, fair, and equitable education.