Diagnosis of dropout rates in vocational education courses through the Political Pedagogical Project

Abandoning professional qualifications means losing prospects for entering the job market or even halting professional growth. Diagnosing and combating dropout rates require the participation of all school stakeholders. With this in mind, the objective of this work was to develop, through the Political Pedagogical Project, auxiliary tools that can encourage students to remain in an institution that offers professional training courses. Through bibliographic reviews and questionnaires administered to students who requested cancellation of their enrollment, as well as to teachers, coordinators, and school supervisors, it was possible to establish some of the predominant factors related to school dropout at the educational institution that is the focus of this research. The results indicate that approximately 50% of students who enroll in vocational education cancel their enrollment, justified by two types of factors, internal and external to the school, but in both cases it was found that the school can contribute to promoting means that effectively enable the professionalization and completion of the student's chosen course. Strengthening the relationship between students and school staff, prioritizing dialogue and establishing structures that promote student retention, is one of the basic concepts of the Political Pedagogical Project, which, developed collectively, results in a collaborative school that is accessible to the community, thus reducing student dropout rates.