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RESUMEN Objetivo: La pandemia de Covid-19 interrumpió la educación presencial en la mayoría de los países del mundo. Las universidades colombianas no fueron la excepción, y ahora, con el regreso a las aulas físicas, enfrentan nuevos desafíos para garantizar la permanencia estudiantil y evitar que los casos de abandono académico sigan aumentando. En ese sentido, este estudio se propuso como objetivo identificar las motivaciones y temores que experimentan algunos universitarios colombianos al volver a la presencialidad, y cómo estas variables intervienen en la decisión de retornar o desertar. Los resultados aportan conocimientos relevantes sobre los desafíos de la educación superior en el contexto de la postpandemia. Materiales y método: Esta investigación fue de tipo descriptiva-explicativa. Participó una muestra por conveniencia de estudiantes de carreras profesionales en Colombia. Se aplicaron dos escalas confiables que evaluaron la percepción de estos estudiantes en cada uno de los factores e indicadores asociados a las variables analizadas. Resultados: Se encontró que las principales motivaciones para volver tienen que ver con mejorar el rendimiento y recuperar la normalidad académica. Estas motivaciones demostraron ser un predictor significativo que fortalece la decisión de regresar. En cambio, los temores a nivel psicosocial y económico aumentan el riesgo de deserción. Conclusión: Los temores en esta nueva normalidad, cuando no se aprenden a manejar, son factores de riesgo de deserción, mientras que las motivaciones académicas y psicológicas son factores protectores. En la discusión final se ofrecen recomendaciones educativas y de salud para prevenir la deserción.

ABSTRACT Objective: The Covid-19 pandemic interrupted face-to-face education in most countries of the world. Colombian universities were no exception and now, with the return to physical classrooms, they face new challenges to guarantee student retention and prevent academic dropouts from increasing. In this sense, the present study aimed to identify the motivations and fears experienced by some Colombian university students when returning to the physical classroom, and how these variables intervene in the decision to return or drop out. The results provide relevant knowledge about the challenges of higher education in the post-pandemic period. Materials and Method: This descriptive-explanatory research involved a convenience sampling of professional career students in Colombia. Two reliable scales were applied to evaluate the perception of these students in each of the factors and indicators associated with the variables analyzed. Results: It was found that the main motivations for returning had to do with improving performance and recovering academic normality. These motivations proved to be a significant predictor that strengthens the decision to return. In contrast, psychosocial and economic fears increase the risk of desertion. Conclusion: The fears identified in this new normality when they are not learned to manage are risk factors for desertion, while academic and psychological motivations are protective factors. In the final discussion, educational and health recommendations are provided to prevent dropout.

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BACKGROUND: Over nearly three decades, Ecuador experienced a significant rise in adolescent motherhood. OBJECTIVES: By focusing on social, health, and psychological aspects, the research aims to reveal the complex factors influencing the decision to discontinue education. The emphasis on providing a platform for direct expression of personal experiences not only adds qualitative depth to the study but also ensures that the voices of those involved are heard authentically. METHODS: Employing a nonexperimental, descriptive, cross-sectional approach with qualitative and quantitative methods, the research delves into the interplay of biological, psychological, and social factors. Descriptive statistics, presented through tables and graphs, were used for variable analysis, complemented by inferential statistics to validate hypotheses. Focus group sessions, processed with ATLAS.ti (ATLAS.ti Scientific Software Development GmbH, Berlin, Germany) underwent a thorough review in workshops with Servicio de Atención Integral para Adolescentes (SAIA) experts. Adolescent participants were randomly recruited through the hospital's system. RESULTS: The findings unveiled a significant dropout rate among adolescents, where pregnancy was just one factor influencing their decision. Those discontinuing education often embraced a life project centered on motherhood and domestic roles, facing domestic violence and mental health disorders. In contrast, those persisting with education were driven by professional development, facing challenges but benefiting from family support. Despite unwanted pregnancies and low contraceptive use, many found personal growth and identity affirmation in motherhood. CONCLUSIONS: Our research highlights key insights into factors like pregnancy desire, contraception, reactions, and challenges. Urgent action is needed to address systemic problems and provide holistic support, acknowledging the resilience and validity of choices made by adolescent mothers in balancing motherhood with education and career goals.

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Introduction: There is a global effort to address the school dropout phenomenon. The urgency to act on it comes from the harmful evidence that school dropout has on societal and individual levels. Early Warning Systems (EWS) for school dropout at-risk student identification have been developed to anticipate and help schools have a better chance of acting on it. However, several studies point to a doubt that Correct EWS may come too late because they use only publicly available and general student and school information. We hypothesize that having a tool to assess more subjective and inter-relational factors would help anticipate where and when to act to prevent school dropout. This study aimed to develop a multidimensional measure for assessing relational factors for predicting school dropout (SD) risk in the Brazilian context. Methods: We performed several procedures, including (a) the specialized literature review, (b) the item development of the Relational Factors for the Risk of School Dropout Scale (IAFREE in Portuguese), (c) the content validity analysis, (d) a pilot study, and (e) the administration of the IAFREE to a large Brazilian sample of high school and middle school students (N = 15,924). Results: After the theoretical steps, we found content validity for five relational dimensions for SD (Student-School, Student-School Professionals, Student-Family, Student-Community, and Student-Student) that include 12 facets of risk factors. At the empirical stage, confirmatory analysis corroborated the proposed theoretical model with 12 first-order risk factors and 5 s-order dimensions (36 items). Further, through the Item Response Theory analysis, we assessed the individual item parameters of the items, providing a brief measure without losing psychometric quality (IAFREE-12). Discussion: We discuss how this model may fill gaps in Correct EWS models and how to advance it. The IAFREE is a good measure for scholars investigating the risk of SD. These results are important for implementing an early warning system for SD that looks into the complexity of the school dropout phenomenon.

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Introduction: School dropout is an increasing worldwide phenomenon, marked by inequality and educational exclusion. In Chile, many students who have dropped out of regular schools attempt to reenter youth and adult education (YAE). However, some of them drop out again from YAE. Objective: The aim of this study was to identify and jointly analyze school and individual factors that influence dropout in YAE. Methods: This secondary multilevel analysis of official datasets from Chile's Ministry of Education focused on students enrolled in YAE (N = 10,130). Results: According to the findings, YAE dropout can be explained by the individual risk factors of age (19-24 years), low academic achievement, and school-level factors such as number of teachers (raw and student-to-teacher ratio), economic resources, and school management quality. Discussion: We discuss the need to develop school-level protective factors that build connections, foster student engagement, and ultimately, promote students' permanence and progress in YAE.

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Psychopathology is associated with impaired learning and early termination of schooling, whereas positive attributes are associated with better educational outcomes. However, it is important to understand if and how psychopathology and positive attributes longitudinally impact each other so we could shed light on where to intervene to promote educational outcomes through these constructs. A large prospective school-based community cohort of youths (5-15 years of age, 45% female) were assessed and followed up for 3 years (n = 2010; 80% retention). We assessed the longitudinal impact of positive attributes (Youth Strength Inventory) and psychopathology (bifactor model of Strengths and Difficulties Questionnaire) using a cross-lagged panel model. We also used generalized mixed effects models to investigate how these both constructs predict school dropout and literacy, adjusting for confounders and testing their interaction. Positive attributes negatively predicted, and were negatively predicted by, the general factor of psychopathology and conduct problems in the cross-lagged panel model. Positive attributes (OR = 0.57, 95% CI [0.44, 0.73], p < 0.001) and specific conduct symptoms (OR = 2.33, 95% CI [1.64, 3.33], p < 0.001) predicted school dropout, whereas the general factor of psychopathology predicted lower literacy ability (ß = - 0.08, 95% CI [- 0.11, - 0.05], p < 0.001). However, the protective association of positive attributes on school dropout decreases as the general factor of psychopathology increases. These findings provide new evidence that positive attributes and psychopathology mutually influence each other over development and have interactive effects on educational outcomes.

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Este artigo problematiza os efeitos da judicialização da evasão escolar na vida de alunas-mães citadas nos processos judiciais por abandono intelectual, instaurados em uma comarca do sul do Paraná, em 2018. Utiliza como aporte teórico os estudos foucaultianos, de desigualdade de gênero e raça. As fontes de dados são o Questionário Evasão Escolar e dados dos históricos escolares e das matrículas, empreendendo uma análise interseccional dos marcadores sociais raça e gênero. Os resultados encontrados indicam um percurso de reprovações e desistências anteriores à maternidade e à judicialização da evasão escolar, escondendo um longo processo de fracasso escolar, que resultou na expulsão. Os processos judiciais reforçam os deslocamentos das biopolíticas para as alunas grávidas e com filhos/as, produzindo a desigualdade de gênero e raça no espaço escolar, e evidenciam a fragilidade das políticas públicas que garantam, de fato, o direito à educação para as alunas-mães.

Este artículo analiza los efectos de la judicialización del absentismo escolar en la vida de las estudiantes-madres mencionados en los procesos judiciales por abandono intelectual, instituidas en una región del sur de Paraná, en 2018. Se utiliza como aporte teórico los estudios foucaultianos y de desigualdad de género y raza. Las fuentes de datos son el Cuestionario de Evasión Escolar y los datos de los registros escolares y la matrícula, realizando un análisis interseccional de los marcadores sociales raza y género. Los resultados encontrados indican una trayectoria de reprobaciones y abandonos anteriores a la maternidad y a la judicialización del absentismo escolar, escondiendo un largo proceso de fracaso escolar, que derivó en la expulsión. Las demandas refuerzan el desplazamiento de la biopolítica para estudiantes embarazadas y con hijos pequeños, produciendo desigualdad de género y raza en el espacio escolar, y evidencian la fragilidad de las políticas públicas que garantizan, de hecho, el derecho a la educación de las madres estudiantes.

This article problematizes the judicialization effects of dropout in the lives of student-mothers cited in legal proceedings for intellectual abandonment, filed in a region in the south of Paraná, in 2018. It uses Foucauldian studies of gender and race inequality as a theoretical contribution. The data sources are the School Evasion Questionnaire and data from school transcripts and enrollments, undertaking an intersectional analysis of the social markers of race and gender. The results found indicate a course of failures and dropouts prior to motherhood and the judicialization of school dropout, hiding a long process of school failure, which resulted in expulsion. Judicial processes reinforce the displacement of biopolicies for pregnant students and those with children, producing gender and racial inequality in the school space, and highlight the fragility of public policies that guarantee, in fact, the right to education for students-mothers.

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Violence and health inequalities impact the academic outcomes of students, especially among minority groups. This study examines the differences in grade retention and dropout intentions with respect to exposure to violence and to mental health (anxiety, depression, and trauma) among youth living in Puerto Rico. Data from 566 students of fifth to twelfth grade in Puerto Rico were collected as part of a school-based service program. A two-way ANOVA showed no significant differences in exposure to violence and mental health among students with and without a history of grade retention. However, students who reported dropout intentions showed higher exposure to violence and mental health issues. These results highlight the value of assessing mental health and contextual indicators in designing interventions to prevent adverse academic outcomes in vulnerable populations.

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Recibir información de oportunidades para beneficiarse puede hacer que un joven con bajo rendimiento académico deje su vida escolar. Investigadores de distintas universidades analizaron la velocidad con la que estos rumores se viralizan e impactan la deserción escolar.

Receiving information of opportunities to benefit can cause a young person with low academic achievement to leave their school life. Researchers from different universities analyzed the speed with which these rumors go viral and impact school dropouts.

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BACKGROUND: As reported by the World Health Organization, adolescent pregnancy is a major public health concern given its impact on the life of mothers and their family members. In this study we investigated possible cause-effect relations between teenage pregnancy and school dropout, and other attributes that gravitate around them, using the Bayesian network approach. METHODS: We used a database prepared by the Adolescent House Project and invited experts in the areas of Health, Education and Social Assistance to answer a survey containing questions aimed at detecting possible causal relationships. To perform the statistical analysis and the numerical simulations we employed the language and formalism of Bayesian networks. RESULTS: The analysis indicated a strong cause-effect relation between teenage pregnancy and school dropout, bolstered by economic vulnerability. We were able to identify the profile of the female teenager who drops out from school: white girls older than 15 years who got pregnant at least once, are not working to generate an income, and who belong to the group where the family income is less than or equal to US$780 per month. Also we detected the "maternal impact factor", i.e., the effect caused by whether or not the mothers of the teenagers have experienced teenage pregnancy. CONCLUSION: There are many factors that lead teenagers to drop out of school; we confirmed not only the commonsense notion that pregnancy of the teenager is a major factor but found that a history of teenage pregnancy on the part of the mother is a major factor. Moreover, Bayesian networks emerged as an interesting mathematical framework to perform the statistical analysis.

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Resumen Objetivo: Diseñar y validar el Cuestionario Percepción del profesor sobre la Deserción Universitaria (CDUp) basado en el modelo bioecológico de Bronfenbrenner. Método: En este estudio de tipo instrumental, participaron 464 profesores, el 74,1 % eran mujeres (M edad = 40,05; DE = 10,9) y el 25,9 % eran hombres (M edad = 40,09; DE = 11,23), vinculados a una universidad pública (n = 249) y privada (n = 211) de la ciudad de Tunja (Colombia). Resultados: El análisis Factorial Exploratorio (AFE) con método de extracción mínimos cuadrados y rotación promax, arrojó una estructura pentafactorial, explicando el 55,28 % de la varianza. La consistencia interna del instrumento estimada con el coeficiente de Alfa de Cronbach (α = 0,89 0,95) y el método de fiabilidad compuesta, Omega de McDonald (ω =0,890,95), reveló niveles de fiabilidad fuerte para todas las escalas: Intrapersonal, Adaptación personal, Redes de apoyo disfuncional, Interacción docente-estudiante, y Aspectos institucionales y empleabilidad. Conclusión: El CDUp es un instrumento con óptimas propiedades psicométricas, el cual permite medir la percepción que tienen los profesores sobre los factores de riesgo asociados a la deserción universitaria.

Abstract Objective: This paper aims to design and validate of the Questionnaire on Teacher Perception of University Dropout based on Bronfenbrenner's bioecological model. Method: In this instrumental study, the University Dropout Questionnaire for use by teachers (CDUp, by its acronym in Spanish) was designed and validated in a sample of 464 teachers from a public and a private university of an intermediate city in Colombia. The construction of the questionnaire was carried out based on Bronfenbrenner's bioecological model. Results: The Exploratory Factor Analysis (CFA) with least squares extraction method and promax rotation threw a five-factor theoretical structure, explaining 55,28 % of the variance. The internal consistency of the instrument, estimated with Cronbach's coefficient alpha (α = 0,890,95) and McDonald's coefficient omega (ω = 0,87 0,95), revealed strong levels of reliability for all the scales: Intrapersonal, Personal Adaptation, Dysfunctional support networks, Teacher-student interaction, and Institutional aspects and employability. Conclusion: It is concluded that the CDUp is an instrument that presents optimal psychometric properties, which allows the measurement of the perception of risk that teachers have of the students who abandon the university system.

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O principal objetivo do presente artigo foi identificar representações sociais de alunos de escolas públicas da Região Metropolitana do Estado do Rio de Janeiro em relação à evasão escolar e à repetência, além de mapear os fatores propulsores e inibidores da construção da identidade de "estudante" na vida dos alunos. As etapas escolares interrompidas na Educação Básica em regime regular afetam a dinâmica psicossocial envolvida nas decisões dos alunos na sua vida profissional e na perspectiva de futuro. A partir do referencial teórico da Teoria das Representações Sociais e, de forma complementar, pela Teoria da Identidade Social, procurou-se compreender os fenômenos relacionados ao "fracasso escolar". Foram entrevistados 430 estudantes do ensino fundamental. Os dados foram analisados com o auxílio do software EVOC 2003 para levantamento do possível núcleo central das representações, e o software SPHINX foi utilizado no auxílio da tabulação dos dados e construção dos instrumentos.

The main objective of this article was to identify social representations of students from public schools in the Metropolitan Region of the State of Rio de Janeiro in relation to school dropout and grade repetition, as well as to map the driving and inhibiting factors of the construction of the "student" identity in the students' lives. The school stages interrupted in regular Basic Education on a regular basis affects the psychosocial dynamics involved in students' decisions in their professional life and in their perspective of the future. Based on the theoretical framework of the Social Representations Theory and, in a complementary way, on the Social Identity Theory, we sought to understand the phenomena related to "school failure". A total of 430 elementary school students were interviewed. The data were analyzed with the help of EVOC 2003 software to survey the possible central core of the representations and the SPHINX software was used to assist in the tabulation of the data and the construction of the instruments.

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Las consecuencias del embarazo en la adolescencia son múltiples, en el ámbito social como la repetición del círculo de pobreza, abandono escolar, predisposición a la violencia y repercusiones en el estado de salud como los partos prematuros, niños con bajo peso, multiparidad incluso en la adolescencia. Objetivo: El siguiente estudio tiene como objetivo reconocer las consecuencias del embarazo en la adolescencia en la zona de influencia de la parroquia Macuma, una comunidad Shuar de auto identificación indígena. Materiales y métodos: La metodología utilizada fue la de un estudio cuantitativo y cualitativo, de campo, transversal, documental. Resultados: Los resultados esperados representan la incidencia de los embarazos en la adolescencia en la zona, las consecuencias que tuvieron estos embarazos, y las precepciones de los profesionales que se desenvuelven en este ambiente donde ocurren los hechos, también los diferentes actores y las personas de la comunidad. Conclusión: Se impone una profunda reflexión y elaboración de nuevas estrategias que incluyan la activa participación de todos los sectores de la sociedad, con vistas a enfrentar con efectividad esta crucial problemática y lograr que la reducción del embarazo en la adolescencia deje de ser una asignatura pendiente(AU)

Las consecuencias del embarazo en la adolescencia son múltiples, en el ámbito social como la repetición del círculo de pobreza, abandono escolar, predisposición a la violencia y repercusiones en el estado de salud como los partos prematuros, niños con bajo peso, multiparidad incluso en la adolescencia. Objetivo: El siguiente estudio tiene como objetivo reconocer las consecuencias del embarazo en la adolescencia en la zona de influencia de la parroquia Macuma, una comunidad Shuar de auto identificación indígena. Materiales y métodos: La metodología utilizada fue la de un estudio cuantitativo y cualitativo, de campo, transversal, documental. Resultados: Los resultados esperados representan la incidencia de los embarazos en la adolescencia en la zona, las consecuencias que tuvieron estos embarazos, y las precepciones de los profesionales que se desenvuelven en este ambiente donde ocurren los hechos, también los diferentes actores y las personas de la comunidad. Conclusión: Se impone una profunda reflexión y elaboración de nuevas estrategias que incluyan la activa participación de todos los sectores de la sociedad, con vistas a enfrentar con efectividad esta crucial problemática y lograr que la reducción del embarazo en la adolescencia deje de ser una asignatura pendiente(AU)

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AIMS: Mental health problems early in life can negatively impact educational attainment, which in turn have negative long-term effects on health, social and economic opportunities. Our aims were to: (i) estimate the impacts of different types of psychiatric conditions on educational outcomes and (ii) to estimate the proportion of adverse educational outcomes which can be attributed to psychiatric conditions. METHODS: Participants (N = 2511) were from a school-based community cohort of Brazilian children and adolescents aged 6-14 years enriched for high family risk of psychiatric conditions. We examined the impact of fear- (panic, separation and social anxiety disorder, specific phobia, agoraphobia and anxiety conditions not otherwise specified), distress- (generalised anxiety disorder, major depressive disorder and depressive disorder not otherwise specified, bipolar, obsessive-compulsive, tic, eating and post-traumatic stress disorder) and externalising-related conditions (attention deficit and hyperactivity disorder, conduct and oppositional-defiant conditions) on grade repetition, dropout, age-grade distortion, literacy performance and bullying perpetration, 3 years later. Psychiatric conditions were ascertained by psychiatrists, using the Development and Well-Being Behaviour Assessment. Propensity score and inverse probability weighting were used to adjust for potential confounders, including comorbidity, and sample attrition. We calculated the population attributable risk percentages to estimate the proportion of adverse educational outcomes in the population which could be attributed to psychiatric conditions. Analyses were conducted separately for males and females. RESULTS: Fear and distress conditions in males were associated with school dropout (odds ratio (OR) = 2.76; 95% confidence interval (CI) = 1.06, 7.22; p < 0.05) and grade repetition (OR = 2.76; 95% CI = 1.32, 5.78; p < 0.01), respectively. Externalising conditions were associated with grade repetition in males (OR = 1.66; 95% CI = 1.05, 2.64; p < 0.05) and females (OR = 2.03; 95% CI = 1.15, 3.58; p < 0.05), as well as age-grade distortion in males (OR = 1.66; 95% CI = 1.05, 2.62; p < 0.05) and females (OR = 2.88; 95% CI = 1.61, 5.14; p < 0.001). Externalising conditions were also associated with lower literacy levels (ß = -0.23; 95% CI = -0.34, -0.12; p < 0.001) and bullying perpetration (OR = 3.12; 95% CI = 1.50, 6.51; p < 0.001) in females. If all externalising conditions were prevented or treated, we estimate that 5.0 and 4.8% of grade repetition would not have occurred in females and males, respectively, as well as 10.2 (females) and 5.3% (males) of age-grade distortion cases and 11.4% of female bullying perpetration. CONCLUSIONS: The study provides evidence of the negative impact of psychiatric conditions on educational outcomes in a large Brazilian cohort. Externalising conditions had the broadest and most robust negative impacts on education and these were particularly harmful to females which are likely to limit future socio-economic opportunities.

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Resumo O número de alunos no ensino superior brasileiro aumentou muito recentemente. Mas a evasão tem sido alta e objeto de estudo de diversos pesquisadores. Este trabalho analisa microdados do Censo da Educação Superior de 2009 a 2017 sobre a volta aos estudos dos alunos que se evadiram do ensino superior. Os resultados mostram que grande parte dos alunos que se desvincularam voltou para o ensino superior posteriormente, e, apesar de não voltarem para cursos da mesma instituição, a maior parte volta para cursos na mesma área do curso originalmente evadido. Além disso, os cursos da área de Comércio e Administração são um destino importante dos alunos que se desvincularam de cursos superiores, independentemente da área de origem.

Resumen El número de alumnos en la educación superior brasileña aumentó muy recientemente. Sin embargo, la evasión viene siendo elevada y es objeto de estudio de diversos investigadores. Este trabajo analiza microdatos del Censo de la Educación Superior de 2009 a 2017 sobre el regreso a los estudios de los alumnos que se evadieron de la educación superior. Los resultados muestran que una gran parte de los alumnos que se desvincularon volvió posteriormente a la educación superior y, a pesar de que no regresaron a cursos de la misma institución, la mayor parte volvió a cursos de la misma área del curso originalmente evadido. Por otra parte, los cursos del área de Comercio y Administración son un destino importante de los alumnos que se desvincularon de cursos superiores, independientemente del área de origen.

Résumé Le nombre d'étudiants dans l'enseignement supérieur a beaucoup augumenté ces derniers temps. Pourtant l'abandon est élevé et l'objet d'étude de différents chercheurs. Ce travail analyse des microdonnées du Recensement de l'Enseignement Supérieur (Censo da Educação Superior) de 2009 à 2017 sur la reprise des cours par des étudiants ayant abandonné l'enseignement supérieur. Les résultats montrent qu'une grande partie des étudiants qui avait décroché est retournée ultérieurement á l'université, et bien qu'ils n'aient pas repris les cours dans la même institution, la plupart reprend leurs études dans le même domaine. Par ailleurs, les cours supérieurs de commerce et administration sont une destination importante des étudiants décrochés de l'université indépendamment du domaine d'origine.

Abstract The number of students in Brazilian higher education has increased dramatically in the recent period. However, evasion has been high and object of study by several researchers. This work brings a new look at the problem, analyzing the return of students who have dropped out from higher education with the microdata of the Higher Education Census from 2009 to 2017. The results show that a large part of the students who dropped out of higher education later returned to higher education and, although they did not return to programs from the same higher education institution, most of them returned to the same area of the originally dropped out program. In addition, programs in the area of Business and Administration are an important destination when students who have dropped out from higher education return, regardless of their area of origin.

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ABSTRACT Objective Discrimination and bullying are common conditions among LGBT people. During schooling, these practices compromising education. The aim of this study is to evaluate educational attainment among Brazilian transgender women (TW) and how their education level affects the risk of HIV infection. Study design a cross-sectional population-based study. Subjects and methods 95 adult TW were selected. Information concerning verbal and physical aggression, school dropout, school years (SY), and educational level were assessed. HIV status was screened using a fourth-generation immunoassay followed by western blot testing. Results The mean of SY was 9.1 ± 3.8 ys. The mean age at school dropout was 16.3 ± 3.4 ys old. Verbal aggression was reported by 83%, physical by 48%, and 18% of the TW dropped out school immediately after being physically assaulted. Participants who suffered physical aggression attended school for almost 4 years less than those participants who did not suffer this abuse (OR = -3.96, p < 0.0001). A similar result was found for verbal aggression (OR = -4.35; p < 0.0001). HIV/AIDS prevalence was 18% (n = 17). The mean of SY among HIV/AIDS positive and negative individuals were 6.8 ± 43 versus 9.7 ± 3, respectively (p = 0.004). Lower education was associated with higher frequency of HIV/AIDS among TW and this relationship was sustained after adjustment for injectable drug use and sex work (OR = 0.79, p = 0.04). Conclusion Among Brazilian TW, lower education level was a risk factor associated with HIV. The reasons for low schooling among TW are multifactorial, but verbal and physical harassment strongly contribute for it.

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A quantidade de pessoas que iniciam e que concluem as pós-graduações é discrepante, mesmo considerando-se a duração do curso. O objetivo deste trabalho foi adaptar a Escala de Motivos de Evasão do Ensino Superior (M-ES) para a Pós-Graduação. Foram realizados dois estudos para tal finalidade. No primeiro, os itens da M-ES foram avaliados por juízes que indicaram a necessidade de criação de novos itens. No segundo, participaram 639 pessoas entre 21 e 62 anos, a maioria da pós-graduação (75%). Dos modelos testados, a versão de 7 fatores, denominados motivos interpessoais, relacionados à carreira, falta de suporte, desempenho acadêmico, produção científica, reconhecimento acadêmico e institucionais, foi a que apresentou melhor ajuste. Os valores de alfa dos fatores variaram de 0,61 a 0,97. Sabendo da importância da ciência para o desenvolvimento de qualquer nação, fez-se necessário o desenvolvimento deste estudo, a fim de garantir que os pesquisadores tenham condições adequadas para a conclusão dos cursos e para contribuição com a ciência e sociedade de uma forma geral.

The number of people starting and completing graduation is discrepant, even considering course duration. The aim was to adapt the Escala de Motivos de Evasão do Ensino Superior (M-ES) (Scale of drop-out reasons in higher education) to the graduation context. Two studies were carried out; in the first, the M-ES items were evaluated by judges, and new ones were constructed according to the new setting. In the second study, 639 people participated, aged between 21 and 62 years, most attending a graduation course (75%). The 7-factor version fitted better, being composed of interpersonal motives, related to career, lack of support, academic performance, scientific production, academic recognition and institutional reasons. Alpha values ranged from 0.61 to 0.97. Science is fundamental to the development of any nation and it is necessary to ensure that those involved in research might have appropriate conditions to conclude their courses in order to contribute to the desired development.

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O estresse vem fazendo parte do cotidiano das pessoas, já sendo considerado um problema de saúde pública. Vale ressaltar os estressores, devido a traumas vividos como: violência, drogas, perda da família, depressão e outros. Nesse contexto, foi delimitado como objetivo Geral: compreender a vivência do estudante da Educação de Jovens e Adultos, no contexto da evasão escolar, como objetivos Específicos: identificar os fatores estressores e descrever a percepção desse público, diante dessa evasão escolar. Trata-se de uma pesquisa descritiva de abordagem qualitativa com embargo na fenomenologia existencial de Merleau-Ponty uma vez, que intenciona desvelar, compreender, e revelar uma situação existencial vivenciada pelo ser humano. O cenário foi uma Escola Municipal de São Gonçalo ­ Rio de Janeiro, com foco no ensino fundamental I e II, em horário noturno, que utiliza a metodologia educacional voltada para a Educação de Jovens e Adultos. Os participantes foram 25 alunos, considerados maiores de idade e que desejaram participar de forma voluntária. Como instrumento de coleta de dados, foi utilizada entrevista semiestruturada, e para análise dos dados, utilizou-se a apropriação dos conceitos de Amedeo Giorgi, após aprovação do comitê de ética da Universidade Federal Fluminense em concordância com as resoluções do Conselho Nacional de Saúde de n° 466/2012 e 510/2016. Como resultados da análise conceitual emergiram três categorias: O corpo que fala por si; O eu no mundo vivido, diante dos desafios da vida; A escola parceira no mundo das minhas vivências. Entende se que a partir da conscientização destes estressores expostos, há uma contribuição significativa na redução da evasão escolar, a partir de seu enfrentamento. Como produto foi construído um material pedagógico, educativo, lúdico, impresso e de fácil acesso, em que se revelam as vivências destes estudantes em histórias em quadrinhos reais, também chamadas de gibi ou HQs

The stress has been part of people's daily lives and is already considered a public health problem. It is worth mentioning the stressors, due to experienced trauma such as: violence, drugs, loss of family, depression and others. In this context, the General objective was delimited: to understand the student experience of Youth and Adult Education, in the context of school dropout, as Specific objectives: to identify the stressors and describe the perception of this public in the face of this school dropout. It is a descriptive research with a qualitative approach, embargoed on the existential phenomenology of Merleau-Ponty once, which intends to unveil, understand, and reveal an existential situation experienced by the human being. The scenario was a Municipal School of São Gonçalo - Rio de Janeiro, focusing on elementary education I and II, at night, which uses the educational methodology focused on the Education of Youth and Adults. The participants were 25 students, considered to be of legal age and who wished to participate voluntarily. As a data collection instrument, semi-structured interviews were used, and for data analysis, the appropriation of Amedeo Giorgi's concepts was used, after approval by the University Federal Fluminense ethics committee in accordance with the resolutions of the National Health Council of n 466/2012 and 510/2016. As a result of the conceptual analysis, three categories emerged: The body that speaks for itself; The self in the lived world, facing the challenges of life; We, the school and everyone in the world of experiences. It is understood that from the awareness of these exposed stressors, there is a significant contribution in reducing school dropout, from their coping. As a product, printed, educational, playful and easily accessible material was built, such as a booklet, in which the experiences of these students are revealed in real comics, also called comics or comic books.

El estrés há sido parte de la vida cotidiana de las personas y ya se considera un problema de salud pública. Vale la pena mencionar los factores estresantes, debido a traumas experimentados como: violencia, drogas, pérdida de la familia, depresión y otros. En este contexto, se delimitó el objetivo general: comprender la experiencia del alumno en la educación de jóvenes y adultos, en el contexto del abandono escolar, como objetivos específicos: identificar los factores estresantes y describir la percepción de este público frente a este abandono escolar. Es una investigación descriptiva con un enfoque cualitativo, embargada una vez sobre la fenomenología existencial de Merleau-Ponty, que intenta revelar, comprender y revelar una situación existencial experimentada por el ser humano. El escenario era una escuela municipal de São Gonçalo - Río de Janeiro, centrada en la educación primaria I y II, por la noche, que utiliza la metodología educativa centrada en la educación de jóvenes y adultos. Los participantes eran 25 estudiantes, considerados mayores de edad y que deseaban participar voluntariamente. Como instrumento de recolección de datos, se utilizaron entrevistas semiestructuradas, y para el análisis de datos, se usó la apropiación de los conceptos de Amedeo Giorgi, después de la aprobación del comité de ética de la Universidad Federal Fluminense de acuerdo con las resoluciones del Consejo Nacional de Salud de n 466/2012 y 510/2016. Como resultado del análisis conceptual, surgieron tres categorías: el cuerpo que habla por sí mismo; El yo en el mundo vivido, enfrentando los desafíos de la vida; Nosotros, la escuela y todos en el mundo de las experiencias. Se entiende que a partir de la conciencia de estos factores estresantes expuestos, hay una contribución significativa en la reducción del abandono escolar, de su afrontamiento. Como producto, se construyó material impreso, educativo, lúdico y de fácil acceso, como un folleto, en el que las experiencias de estos estudiantes se revelan en cómics reales, también llamados cómics o cómics.

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RESUMO

Este estudo avalia a evasão em um curso de especialização em Gestão em Saúde. O método de estudo de caso foi conduzido por meio de entrevistas semiestruturadas com alunos evadidos e análise documental. Os resultados apontaram que a evasão foi um processo bastante heterogêneo e provocado por vários motivos, entre eles, dificuldades em relação ao uso das tecnologias de informação e comunicação adotadas em cursos a distância, e de conciliar os estudos com trabalho e/ou família, além da baixa interação alunotutor-professor. Foi possível concluir que a evasão pode ser minimizada por meio de ações voltadas aos fatores modificáveis, como: a capacitação de tutores e professores e implantação de estratégias pedagógicas visando reduzir as dificuldades no uso de tecnologias de informação e comunicação.(AU)

Este estudio evalúa la evasión en un curso de especialización en Gestión en Salud. El método de estudio de caso se realizó por medio de entrevistas semi-estructurada con alumnos evadidos y análisis documental. Los resultados señalaron que la evasión fue un proceso bastante heterogéneo y causado por diversos motivos, entre ellos, dificultades en relación al uso de las tecnologías de información y comunicación adoptadas en cursos a distancia y de conciliar los estudios con trabajo y/o familia, además de la baja interacción alumno-tutor-profesor. Fue posible concluir que la evasión puede minimizarse por medio de acciones enfocadas en los factores modificables, tales como: la capacitación de tutores y profesores y la implantación de estrategias pedagógicas con el objetivo de reducir las dificultades en el uso de tecnologías de información y de comunicación.(AU)

The present study assessed the dropout rates of a health management specialization course. The case study was conducted using semi-structured interviews with dropout students and document analysis. The results indicated that the dropout process is very heterogeneous and caused by various factors, among them, difficulty in using information and communication technologies adopted in distance courses and reconciling school with work and/or family, in addition to the low level of student-tutor-teacher interaction. In conclusion, dropout rates could be reduced through actions targeting the following factors: tutor and teacher training and implementation of pedagogical strategies to reduce difficulties relative to the use of information and communication technologies.(AU)

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Abstract Student engagement is a key factor in academic achievement and degree completion, though there is much debate about the operationalization and dimensionality of this construct. The goal of this paper is to describe the development of an psycho-educational oriented measure – the University Student Engagement Inventory (USEI). This measure draws on the conceptualization of engagement as a multidimensional construct, including cognitive, behavioural and emotional engagement. Participants were 609 Portuguese University students (67 % female) majoring in Social Sciences, Biological Sciences or Engineering and Exact Sciences. The content, construct and predictive validity, and reliability of the USEI were tested. The validated USEI was composed of 15 items, and supported the tri-factorial structure of student engagement. We documented evidence of adequate reliability, factorial, convergent and discriminant validities. USEI’s concurrent validity, with the Utrecht Work Engagement Scale-Student Survey, and the predictive validity for self-reported academic achievement and intention to dropout from school were also observed. (AU)

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The aim of this study was to evaluate symptom persistence in attention-deficit/hyperactivity disorder (ADHD), the development of comorbidities, and psychostimulant usage patterns. Follow-up studies were conducted in 37 patients with ADHD and 22 healthy controls, aged 10 and 18, 4 years after their first assessment. The ADHD was rated as persistent if participants met all DSM-IV criteria for syndromic or sub-threshold persistence, or had functional impairments (functional persistence). Of the 37 ADHD patients we reevaluated, 75% had persistent symptoms, and psychiatric comorbidities with additional functional impairments and academic problems were more common than in controls. These follow-up findings show a high comorbidity associated with ADHD and support the importance of evaluation and treatment for ADHD and comorbidities throughout life.