EVASÃO NO ENSINO SUPERIOR: POLÍTICAS DE PERMANÊNCIA NOS CURSOS DE GRADUAÇÃO À DISTÂNCIA DE UMA INSTITUIÇÃO PÚBLICA

Abstract

 The distance education modality, by allowing flexibility in the educational variables time and space in the teaching and learning practice, presents challenges to higher education institutions in relation to dropout and dropout, as well as in relation to student permanence policies until the end of the course. The objective of this article is to unveil the policies on the permanence of students in the distance undergraduate courses of an HEI in Santa Catarina. Methodologically, it is a bibliographic research, based on the research modality known as state of the art or state of knowledge. For the data collection technique, bibliographic and documental analysis was used, seeking data from Plano 20 and normative instructions from the IES, as well as the National Education Plan - PNE and Federal Government legislation that encourages the permanence of students in universities public and private. The results reveal that although there are programs, laws and resolutions that support the role of institutional policies aimed at promoting the permanence of incoming academics, favorable conditions are still lacking to guarantee the student's permanence in the university environment. It is concluded that there are other factors that influence the abandonment and evasion of higher education students, whose theme is not present in the laws of maintenance and permanence of university students in Brazil and in the analyzed IES.