The SCHOOL DROPOUT IN HIGHER EDUCATION

A Comparative Analysis of Exact Sciences Courses at Different UFPR Campuses

Authors

DOI:

https://doi.org/10.30612/tangram.v8i1.20231

Keywords:

Student Retention, Dropout in Higher Education, Exact Sciences

Abstract

Dropout in higher education is one of the main challenges faced by Brazilian public universities, especially in undergraduate programs in Exact Sciences Teaching. This study comparatively analyzes dropout rates across the campuses of the Federal University of Paraná (UFPR) between 2016 and 2023, dividing the period into pre-pandemic, pandemic, and post-pandemic phases. The results show that, despite changes in teaching conditions during the pandemic, such as the adoption of emergency remote teaching, there was no significant reduction in dropout rates, as structural causes, such as socioeconomic difficulties and the growing migration to Distance Learning (e-learning), persisted. Dropout rates do not vary significantly between campuses, indicating the need for decentralized strategies and integrated student support policies, as well as changes in the laws that govern distance education for teaching degrees in Brazil. The study highlights the importance of rethinking educational models to promote student retention. Understanding these dynamics is essential to formulate effective actions that strengthen retention and teacher training in Exact Sciences.

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Author Biographies

Vitoria Beatriz Rocha, Universidade Federal do Paraná (UFPR)

Veterinary Medicine student at the Federal University of Paraná. In addition to participating in projects focused on animal health, she is involved in the extension project Rocket Girls – Girls in Science, which promotes scientific development with gender equity and brings physics to schools in Paraná.

Mara Fernanda, Universidade Federal do Paraná, setor Palotina – PR, Department of Engineering and Exact Sciences

Bachelor’s degree in Physics from the Community University of Chapecó, with a Master’s and Ph.D. in Physics Education from the Federal University of Rio Grande do Sul. Currently an Associate Professor at the Federal University of Paraná – Palotina Campus, working in undergraduate programs and the Academic Master’s Program in Science Education, as well as in the Professional Master’s Program in Physics Education in Medianeira. Her work focuses on initial and continuing teacher education, scientific and technological outreach, non-formal education, reducing dropout and retention rates in exact sciences programs, and increasing enrollment—especially among women. Her research and teaching center on active learning methodologies, with an emphasis on neuroscience applied to education.

Danielly Schuindt , Universidade Federal do Paraná, setor Palotina – PR, Departamento de ciências veterinárias.

Veterinary Medicine student, currently in the eighth semester. Member of a project focused on small animals, with an emphasis on clinical care and management. Participates in Rocket Girls, an initiative that promotes female leadership in science and technology, encouraging innovation and collaborative work in academic settings.

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Published

2025-12-21

How to Cite

Guedes Rocha, V. B., Parisoto, M. F., & Pinholi Schuindt da Silva, D. V. (2025). The SCHOOL DROPOUT IN HIGHER EDUCATION: A Comparative Analysis of Exact Sciences Courses at Different UFPR Campuses. TANGRAM - Revista De Educação Matemática, 8(1), e025053. https://doi.org/10.30612/tangram.v8i1.20231

Issue

Vol. 8 (2025)

Section

EDIÇÃO TEMÁTICA: Impactos da Pandemia na Formação de Professores de Ciências e Matemática: aprendizagens e desafios para a educação superior pública

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