e clarify that the data discussed here are contextual and may not represent the situation of the other FIs. Nonetheless, we emphasize that when we use narrative interviews as a data collection strategy, we focus on a small group of subjects, with a view to recovering their formative memories, learning, life histories, and aspects that interfere in the teaching-learning process and jeopardize their permanence in the course. In this type of research, the use of numerous samples makes it impossible to analyze data and the understanding of the various participants that interfere with the object.

In general, we try to identify the main elements that contribute to jeopardizing the permanence of the students in the initial teacher training courses, causing them to give up.

Telling us why they are thinking of giving up the curses, the girls signaled as external elements the difficulty of reconciling work and study and the expectation in relation to the teaching profession. As internal elements, the emphasis was on teaching practices in the teachers’ classroom―teaching methods and evaluation―and the relation between teacher and student. It is important to emphasize that the actors highlighted in the narratives are aligned with those raised by the questionnaire, except for the specificities alluding to internal issues, which detailed the details in the narratives.

The data point mainly to the internal factors, since some of the students, even though they did not initially have expectations regarding teaching, the programs in which they participated, highlighting the Pibid and Pedagogical Residence, motivated them to remain in the course. In this perspective, the challenges in terms of reconciling work and study could even be overcome if, in case, the trainers would pay special attention to their problems and to the complexities faced to remain in the course.

In this way, the lack of professional expectation, the difficulty to reconcile living, studying and working, together with the teaching practices of teachers are key elements that contribute to the failure and jeopardize the permanence of the teaching undergraduate students in the courses. These features are sometimes consubstantiated in homogeneous, repetitive methodologies that do not contemplate the different forms of learning, study/work relationship and socio-cultural situations, in which the students are immersed.

Finally, the research signaled the importance of giving voice to the students. Considering the complexity of the factors that influence permanence, it is necessary to debate the topic and face it collectively with the participation of the entire educational community, so that all persons involved may present their ideas, indicating possible ways to mitigate the problem. One of the possibilities is to expect the institution to offer continuing educational programs to support teachers in their professional development, so as to better develop their teaching practices and promote spaces for reflection and sharing of knowledge. Although, institutionally, the FIs are initiating the implementation of training proposals for teachers, they are timid and do not include all teachers. What we have observed is that in the locus of research, there are no spaces of continuous formation, as we have already stated (Paniago, Sarmento, & Rocha, 2018) ; on the contrary, a culture of isolation prevails, which does not favor the collective search for actions that improve the quality of teaching and reduce evasion in the institution.

Acknowledgements

To the Goiano Federal Institute for the support.

Conflicts of Interest

The authors declare no conflicts of interest regarding the publication of this paper.

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