EVASÃO E DESENGAJAMENTO ACADÊMICO EM UM CURSO DE ENGENHARIA DE PRODUÇÃO A DISTÂNCIA

Abstract

: Student dropout is one of the main challenges in higher education, especially in Production Engineering programs offered through distance education, where persistence depends on academic engagement, student autonomy, and continuous institutional support. This study aims to analyze factors associated with dropout and academic disengagement in a distance Production Engineerin g program, considering students’ participation in assessment activities and the limits of the available academic records. Methodologically, the research is characterized as applied, exploratory, and descriptive, with a qualitative and quantitative approach, developed through literature review, institutional document analysis, SUAP data, and academic records. A total of 391 students were analyzed and classified as approved, failed, or students who did not complete the activities. The results showed that 211 students were approved, corresponding to 53.96% of the total; 33 students failed, representing 8.44%; and 147 students did not complete the assessment activities, equivalent to 37.60%. Among students who effectively participated in the activities, the approval rate reached 86.48%. Additional indicators derived only from the available data showed that 62.40% of students had some participation and that non-participation was 4.45 times higher than formal failure among participants. These findings are consistent with the literature on dropout in Production Engineering, but they do not allow causal conclusions about period, course subjects, previous failures, virtual learning environment access, or group differences, since these data were not available. It is concluded that the main challenge identified is not traditional failure, but non-participation, indicating academic disengagement and possible silent dropout. The study reinforces the importance of active tutoring, continuous monitoring, formative feedback, initial welcoming strategies, and institutional persistence policies to strengthen student participation and reduce concrete risks of dropout.