SCHOOL DROPOUT IN ELEMENTARY SCHOOL AND RETENTION POLICIES: A STUDY AT THE MANOEL DA ROSA MUNICIPAL SCHOOL, PAUDALHO – PE

Abstract

The present study investigates school dropout in the first five years of Elementary School at the Manoel da Rosa Municipal School, located in Paudalho, Pernambuco, between the years 2017 and 2023. School dropout is a complex social phenomenon that negatively impacts the academic and social training of students. The research quantitatively analyzes the school's administrative records, including enrollment, transfers, and student tenure, identifying patterns and trends throughout the period studied. The results indicate a downward trend in school dropout, with a peak recorded in 2017 and a significant reduction from 2021 onwards, reaching 0% in subsequent years. These data suggest the effectiveness of educational policies and institutional strategies in student retention. The permanence rate ranged from 92.68% (2020) to 94.75% (2018), highlighting the impact of socioeconomic, family, and pedagogical factors on the continuity of studies. The COVID-19 pandemic presented additional challenges, but the school was able to maintain low dropout rates, possibly due to the adoption of educational technologies and the strengthening of communication with families. Thus, the findings of the study reinforce the importance of a set of public policies and pedagogical practices to ensure the permanence of students in the educational system.