The Future of Education
Modeling and Analysis of Interventions Directed by Race and Gender of Students in the Mitigation of School Dropout in Brazil
Heitor Araújo, Federal University of Bahia (Brazil)
Leogildo Freires, Federal University of Alagoas (Brazil)
Júlio Costa, Federal University of Minas Gerais (Brazil)
Luan Filipy Freire Torres, Universidade Federal de Alagoas (Brazil)
Gabriel Macedo, Federal University of Alagoas (Brazil)
Ane Mayra Melo Silva, Federal University of Alagoas Center for Excellence in Social Technologies (NEES) (Brazil)
Abstract
The present study investigated the extent to which the student-student dimension of the Relational Factors for the Risk of School Dropout Scale [1] was able to track students at higher risk of dropping out of school based on their relationships with each other and how class, race, and gender markers [2] were determinant for risk analysis and prevention over the course of a year. The research was carried out throughout the Brazilian national territory and used mixed, quantitative and qualitative methods, focusing on self-report measures to give voice and time to students and their experiences in the school environment. Results reflect that the use of interventions based on Psychology and Critical Pedagogy have an effect on reducing the risk of school dropout as well as promoting well-being [3] in this environment and quality for the teaching and learning process as showed in the state case [4]. In the end, it is proposed to link the measure to its intersectional analyses, which consider racism, sexism and ableism as important tools in the fight against school dropout when we think of a country of continental proportions and as diverse in numerous factors as is the case of Brazil.
Keywords: school dropout, large scale analysis, gender, race, school dropout prevention.
REFERENCES
[1] Vasconcelos AN, Freires LA, Loureto GDL, Fortes G, Costa JCA, Torres LFF, Bittencourt II, Cordeiro TD and Isotani S (2023) Advancing school dropout early warning systems: the IAFREE relational model for identifying at-risk students. Front. Psychol. https://doi.org/10.3389/fpsyg.2023.1189283
[2] Fortes, G., Nunes , A., Albuquerque , J. C., Lopes , G. D., Freires , L. F., Soares , L., Alves , L., Cordeiro, T., Santana, I. B., & Isotani, S. (2024). Exploring the Unexpected: the Relationship Between Higher Family Income and Dropout Risk. Praxis & Saber, 15(41), 1-16. https://doi.org/10.19053/uptc.22160159.v15.n41.2024.16848
[3] Madalena, A. P., Loureto, G. D. L., Santos, J. A. G., Santos, L. C. de O., Fortes, G., & Freires, L. A. (2024). Psychological Well-Being Among Adolescents: The Role of Parenting Styles, Causal Attributions of Academic Success/Failure, and Perceived School Performance. Journal of Psychoeducational Assessment, 42(5), 498-511. https://doi.org/10.1177/07342829241245462
[4] Freires, L. A., Araújo, H. M. da S., Torres, L. F. F., Cordeiro, T. D., & Macedo, G. F. C. de. (2025). Data Report on School Dropout in a Brazilian State: Social Technologies for Preventing the Phenomenon. Conference on Digital Government Research, 26. https://doi.org/10.59490/dgo.2025.1053
