The dropout in higher education is recognized as a serious problem for the institutions,
for the student and society. The losses it causes are manifested in idleness of the education
system, in the frustration of students and in the absence of cultural and professional capital
for the development of society. Based on this argument the research presented here aimed
to describe the higher education evasion in IFTO (Federal Institute of Technological
Education), Campus of Paraíso do Tocantins City, and the implementation of the National
Programme of Student Assistance (PNAES) while policy to encourage the permanence
of students, acting to prevent and combat evasion. Therefore we sought the views of
dropouts students, students in course and managers who lead the program in the
institution. It was intended to identify the antecedents of evasion, the differences in the
profile of dropouts and regular students, correlations between the various antecedents and
the way PNAES is implemented in this Campus. The methodology has resulted in a
descriptive quantitative and qualitative approach, through a case study. The tools for
building information were questionnaires and interviews, which results were analyzed
respectively via descriptive statistics and correlation analysis and content analysis. The
results showed rates higher than 50% in the first year of offering higher education courses.
It was observed that this index tends to decrease over the years, but still, most courses
have above the national average dropout for public institutions, which is 22%. The
difference between the student profiles, which evades are predominantly male, married,
aged between 18 and 28 years, collaborating effectively to the family income. On the
other hand, women, single, aged between 18 and 28, who have no contribution to income,
are current students in this IES. The most significant evasion antecedents presented in
this research were: lack of knowledge about the course, lack of identification with the
course and career, little participation in extracurricular activities, strictly formal
relationship with the teachers, and unavailability of time to study. The main positive
correlations were between the incentives to study encountered in the first semester of the
course and feelings of belonging and well-being while studying at IES. As for the negative
correlations, it draws particular attention that the more the student contributes to the
family income, less time he has to study. When it comes to PNAES, students lacked
knowledge and participation in program actions. The evaded students perceived
themselves as less active and less benefitted. As for the enrolled ones, they perceive
themselves more benefited and responded that PNAES contributes to the improvement of
income and permanence in the institution. Regarding managers and the implementation
process in the institution, it is emphasized: the autonomy of each institution to conduct
the program; the prevalence of offering financial aid; lack of legitimacy of the actions of
the Universal Axis; informality of the specialized staff care; and difficulty to follow the
benefitted students. PNAES makes the difference among students that feel benefited by
their projects and actions while supporting financials needs. However the program’s
contribution showed insipience in its Universal Axis.
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