EVASÃO EM CURSOS TÉCNICOS: UMA ANÁLISE DAS CONTRADIÇÕES PEDAGÓGICAS E ESTRUTURAIS NA EDUCAÇÃO PROFISSIONAL E TECNOLÓGICA

School dropout in Professional and Technological Education (PTE) is characterized as a complex and multifaceted phenomenon that poses significant challenges to public policies of inclusion, access, and student retention within the Brazilian educational context. Commonly explained through external factors such as students’ socioeconomic vulnerability, the precarization of living conditions, and the immediate demands of the labor market dropout also reveals deep roots in the internal contradictions that shape the pedagogical model of PTE itself. In this sense, this article critically examines how the fragmentation between theory and practice, curricular rigidity, compartmentalized disciplinary organization, and selective and exclusionary assessment models contribute to the progressive disengagement of students from the educational process. Based on a bibliographic study grounded in authors such as Frigotto, Saviani, and Kuenzer, the discussion highlights the need to overcome the historical educational duality in favor of building an integral human formation. It is concluded that student retention requires a restructuring of pedagogical practices that articulates work as an educational principle with the concrete realities of learners.