Aceleração de aprendizagem - um inibidor da evasão na universidade

Nelson Martins Garcia; Alexandra Oliveira Abdala; Alice Missako Matsushita

doi:10.4025/actascihumansoc.v22i0.4118

Learning acceleration-an inhibitor of evasion from university courses

Nelson Martins Garcia UEM
Alexandra Oliveira Abdala UEM
Alice Missako Matsushita UEM

DOI: https://doi.org/10.4025/actascihumansoc.v22i0.4118

Abstract

School evasion, especially in the elementary school according to UNICEF 1995 Report, may be considered one of the greatest social problems nowadays. Considering the widespread schooling in all levels of learning, this issue has involved educational and governmental authorities. The aim of this paper is to transcend the usual statistical survey of the evasion causes and provide some epistemological contents of the genesis of the problem and suggest some embryonic solutions that may interfere positively in the established chaos in which school evasion is only a subjacent symptom of the serious social problems. Some alarming data of evasion from science teacher training courses are provided which show that over 60% of the students that enter public university courses drop out.

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Author Biography

Nelson Martins Garcia, UEM

Possui Licenciatura em Matemática pela Universidade Estadual de Maringá (1975), Mestrado em Matemática pela Pontifícia Universidade Católica do Rio de Janeiro (1978), Doutorado Em Matemática pela Pontifícia Universidade Católica do Rio de Janeiro (1984) e Pós-Doutorado em Matemática pela PUC-Rio (1992). Atualmente é Professor Associado - C na Universidade Estadual de Maringá. Tem experiência na área de Matemática, com ênfase em Topologia Algébrica, atuando principalmente nos seguintes temas: Avaliação Institucional, Finanças e Matemática Financeira e artigos de difusão e interesse público Currículo Lattes

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Published

2008-07-02

How to Cite

Garcia, N. M., Abdala, A. O., & Matsushita, A. M. (2008). Learning acceleration-an inhibitor of evasion from university courses. Acta Scientiarum. Human and Social Sciences, 22, 103-111. https://doi.org/10.4025/actascihumansoc.v22i0.4118

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Issue

Vol 22 (2000)

Section

Education

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