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The research presented in this dissertation sought to understand the reasons that led many students to evade the high school technical course in Agriculture at Escola Agrot?cnica Federal de Barbacena, MG, in 2008. We heared 23 teachers who taught in the first year of the course in 2008, and 99 students, 8 of which evaded, 21 were repeaters and 70 were enrolled in 2nd year in 2009. The main objective of the research was to analyze the causes of high rates of dropout and repetition in that course, prioritizing factors internal to the institution. The following internal factors were considered: organization, curriculum, teacher / student relationship, teaching methods adopted, issues related to school assessment, meaning given to education by the different individuals involved in the educational practice, students' perceptions about the teaching-learning process and educational conditions. A qualitative methodology was used in this research. Data were collected through questionnaires with closed and open questions, and document analysis was carried out so that the results obtained from the questionnaires were ratified. It was observed that the main causes of abandonment of the technical course in agriculture, in 2008, were the failure and also the lack of support from the institution. In teacher's opinion, the main causes of abandonment were related to the lack of vocation or lack of commitment by the students, leaving aside the role played by the school itself.

Esta pesquisa procurou compreender os motivos que levaram muitos alunos ao abandono do curso t?cnico em agropecu?ria integrado ao ensino m?dio na Escola Agrot?cnica Federal de Barbacena MG, no ano de 2008. Foram estudados 23 professores que lecionaram no 1? ano do curso, em 2008 e 99 alunos - sendo oito evadidos, 21 repetentes e 70 alunos regularmente matriculados no 2? ano em 2009. O objetivo principal foi analisar as causas dos altos ?ndices de evas?o e repet?ncia apresentados naquele curso, priorizando os fatores intraescolares, entendidos como aqueles engendrados pela pr?pria institui??o. Foram considerados os seguintes fatores internos: organiza??o curricular; rela??o professor/aluno no processo ensino-aprendizagem; m?todos de ensino utilizados; quest?es relacionadas ? avalia??o escolar; significado dado ? educa??o pelos diferentes sujeitos envolvidos na pr?tica educativa; e percep??o dos estudantes quanto ao processo ensino-aprendizagem e ?s condi??es educativas. Para isso, utilizamos a metodologia qualitativa na constru??o desta pesquisa. Os dados foram coletados atrav?s de question?rios com perguntas fechadas e abertas, e a an?lise documental foi empregada a fim de que os resultados obtidos com os question?rios fossem ratificados. Constatamos que os principais motivos que levaram os alunos ao abandono do curso t?cnico em agropecu?ria, no ano de 2008, foram a reprova??o e o desamparo da institui??o para que o aluno tivesse condi??es de permanecer na escola. Considerando-se o posicionamento dos docentes, verificamos que os principais motivos entendidos por eles, como a causa do abandono, relacionavam-se a falta de voca??o do aluno para o curso ou a falta de compromisso do estudante, deixando de lado o papel que a escola desempenhou na trajet?ria dos alunos.