MANAGING STUDENT RETENTION IN VOCATIONAL AND TECHNOLOGICAL EDUCATION: THE TEACHER AS A DATA MANAGER AND STRATEGIES FOR SUCCESS

Abstract

This article analyzes the relationship between data management and student retention in Vocational and Technological Education (VTE), based on the premise that educational data mining technology should not replace pedagogical sensitivity, but rather enhance it. The investigation begins with a cross-referencing of the guidelines of the LGPD (Brazilian General Data Protection Law), the LDB (Brazilian Law of Directives and Bases of National Education), and the VTE Law. The discussion moves on to a critique of managerial teaching, a phenomenon that strains the teacher's identity by demanding data analysis skills for which there has been no adequate training. The work identifies gaps in postgraduate programs and in-service training, which frequently neglect data literacy and ethical debate in favor of bureaucratic training for filling out systems. The text proposes curricular integration and the systematization of invisible indicators, such as mental health and sense of belonging, as pillars for humanized retention. The suggested intervention flow concludes the reflection with a proposal. It is concluded that tackling student dropout requires a new institutional approach that utilizes data intelligence to redesign learning pathways and strengthen students' sense of belonging to the academic community and their future professional field.