Abstract
This research investigated the concepts of course coordinators from a Brazilian public university about the determinants of dropout and academic failure rates and about intervention strategies designed to fight these phenomena. Were individually interviewed coordinators of 10 undergraduate courses with high failure and dropout rates. It was noticed that evasion and failure are academic aspects clearly diagnosed in the respondents routine, however reports showed discrepancies in the election of determinants and strategies adopted or planned to address the issue. In general, the determinants of evasion and failure cited were primarily external to the course. Also, most of the courses did not have institutional evaluations, thus coordination lacked a contextual diagnosis of the problem. Isolated and well-intentioned initiatives that sought to minimize problems were identified, but that may have reduced effectiveness since they were apart from university strategic planning.
Dropout
Academic Failure; Higher Education; University