The study presented here sought to identify what factors have led students from the Integrated
Technical High School at a school in Itaituba-PA to drop out of school, based on reports from
students, teachers, and the management team. School dropout is a phenomenon that has
historically been present in the daily life of schools, resulting from various causes such as
hunger, lack of affinity with the pedagogical proposal of the school and the course, lack of
family structure, social inequality, among other factors that cause this problem in educational
institutions in the country. The study shed light on issues related to school dropout and its
causes, which have already been addressed in works such as Dore and Lüscher (2011);
Bordini (2011); Karasinski (2019); Pereira (2003); Pereira (2019), among others cited in the
theoretical basis. Faced with this mishap that afflicts education professionals, we set out with
the following research problem: What factors have led to students dropping out of Integrated
Technical High School at a school in Itaituba-PA, from the standpoint of the students who
dropped out, teachers and the school's management team? As for the specific objectives, we
established the following: 1) To identify in the literature possible reasons for dropout in
technical high school courses in the Amazon context; 2) To verify possible actions to tackle
dropout developed within the scope of the Integrated Technical High School in a public
school in Itaituba-PA; 3) To develop pedagogical material that can contribute to minimizing
dropout in Integrated High School, taking as reference the reports of dropout students,
teachers, and the management team. The methodological approach is based on qualitative
case study research. Data was collected through semi-structured interviews, document
analysis, and direct observation. For data analysis, we followed the Spiral proposed by
Creswell (2014). The research was carried out with students who had dropped out of the
secondary technical course in Agriculture at the aforementioned school, teachers, and the
management team. It was found that social vulnerability is the main motivating factor for
dropping out, considering the need for work to help support the family. There is also no
consensus on the concept of dropout, either among the students or the management team.
Actions to deal with dropout are local and left to the discretion of each school and, although
they exist, they are little applied. Based on the reports of the research participants, a study
guide was produced as an educational product to guide education professionals in tackling
school dropout, providing support for school managers, educators, and teachers in actions to
accompany students in preventing school dropout. We hope that the results presented here
will help to ensure that the right to education, guaranteed by the Constitution, is realized for
all and that they will inspire other studies to help understand school dropout
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