Remote education and school dropout:

dialogues and reflections

Abstract

The article aims to reflect on possible implications of emergency remote education as motivation or potential cause for the dropout of IFCE students. With a qualitative approach, the research is characterized as a case study, whose data were constructed by applying a questionnaire to students regularly enrolled in courses of the Institution, which constitutes the locus of the research. Discussions indicate that higher education students have better equipment to monitor remote activities (computer and tablet), while the vast majority of technical education participants (integrated and concomitant) have only a cellular device. The participants pointed out a lack of perspective regarding teaching, demotivation, difficulties in reconciling study and work, family problems, physical and mental fatigue. As for the infrastructure in their homes, they highlighted: inadequate equipment, lack of access or limited access and lack of adequate space to study at home. With regard to institutional issues, the study participants indicate overload of activities, technical disciplines taught in a virtual way, lack of teacher accompaniment and inadequate teaching methodologies, which may imply difficulties to follow the contents and, consequently, learning difficulties.