Relação entre oferta e procura nos cursos do Instituto Federal do Amapá (IFAP) em Pedra Branca do Amapari e sua influência na evasão escolar

Abstract

Brazil’s Federal Institutes play an important role in expanding Professional and Technological Education (PTE) by promoting professional training and fostering the development of the regions in which they operate. In Pedra Branca do Amapari, the Federal Institute of Amapá (IFAP) offers postsecondary technical programs, highlighting the need to understand the relationship among program offerings, students’ interests, regional needs, and student dropout. Against this background, this study aimed to analyze, based on the perceptions of students, graduates, and faculty members, the alignment between the postsecondary technical programs offered, students’ interests, and regional needs, as well as its possible relationship with factors associated with student dropout. The study was conducted within the Graduate Program in Professional and Technological Education (ProfEPT), in the field of Teaching and in the context of PTE. Documentary research with a mixed quantitative and qualitative approach was adopted. Data were collected through an online structured questionnaire using a five-point Likert scale and involving 30 students, 34 graduates, and six faculty members. The results showed that 83.34% of the students identified with their program area and 90% believed they had received clear information before enrollment. However, 44% stated that they would choose a different field of study if a program more closely aligned with their interests were available. Although 80% of the students perceived employment opportunities in the region related to their programs, most graduates were not employed in their field of training, and 47% disagreed that the programs met regional needs. The study also found that 30% of the students had considered dropping out and that 65% of the graduates had experienced periods of discouragement or thoughts of leaving their programs. At the same time, faculty support, the responsiveness of program coordinators, and a sense of belonging emerged as factors that promoted student retention, whereas student support services and infrastructure were identified as areas requiring attention. The study concluded that student dropout cannot be attributed to a single factor and that program-offering and retention policies should be planned in an integrated manner, taking into account students’ interests, graduates’ trajectories, regional changes, the curriculum, student support, and institutional monitoring. As the educational product of the study, the booklet “EPT em Sintonia” (PTE in Tune: Guidelines for Planning Program Offerings and Strengthening Student Retention) was developed to guide administrative, pedagogical, and student support teams in the integrated planning and review of program offerings and student retention strategies.