FORMAÇÃO DOCENTE, PRÁTICAS PEDAGÓGICAS E EVASÃO UNIVERSITÁRIA

Abstract

Teacher training, pedagogical practices and university dropout are interconnected, playing critical roles in the quality of higher education. Training encompasses both content mastery and pedagogical skills. Innovative and student-centered pedagogical practices, such as active methodologies and formative assessment, can increase student engagement. University dropout is influenced by various factors, both internal and external to the academic environment, including pedagogical practices. Teachers invested in innovative and ongoing training can more easily identify students at risk of dropping out and thus seek proactive interventions. Investing in ongoing teacher training and the implementation of effective pedagogical practices is essential to reducing student dropout.Many teachers find it difficult to understand how institutional factors and practices impact on the dropout phenomenon, which makes the university less responsible for students dropping out. It is important to recognize the institutional and pedagogical factors in the teaching-learning process and to develop more comprehensive strategies to support students, especially those at risk of dropping out, contributing to their academic and personal success.Thus, the responsibility for reducing university dropout is shared between teachers, who can adapt their pedagogical practices, and institutions, by providing adequate support and resources.