Global Journal of Management and Business Research, G: Interdisciplinary, Volume 23 Issue 1

Fialho (2014) defines student dropout as a macro-social phenomena that reach international scales and that causes negative impacts on individuals, society and directly on educational management. Baggi and Lopes (2011) list the existence of multiple factors that lead to school dropout in educational institutions, which may be related to social, cultural, political and economic contexts. They affirm the need to carry out a systematic reflection on the evaluation methodologies of institutions with dropout. The Special Commission for Studies on Dropout in Brazilian Public Universities characterizes school dropout in: 1. Course Dropout: In this category, the student withdraws from the higher education course, considering multiple reasons: dropout, in which the student fails to enroll; giving up, officially; course transfer or re-option; exclusion by institutional rule; 2. Dropout from the Institution: Occurs when the student leaves the institution in which he has a bond; 3. Dropping out of the System: In this case, the student leaves higher education permanently or for a period of time. This characterization can be extended to educational institutions of all levels, from basic to higher education. In addition, this educational phenomenon brings with it an expenditure of resources for both public and private sector institutions. The side of social loss is also highlighted, in which a citizen who would add to local and country development fails to form (Baggi & Lopes, 2011). The search for factors that lead to school dropout in educational institutions has generated several studies in order to contribute to reducing this problem, which, as mentioned, affects all levels of education. Table 1 below illustrates the results of studies on the topic: Table 1: Results of Studies on the Topic Authors Causes (Gomes & Bastos, 2016) Family influence, dissatisfaction with school, need to work to help support the household, lack of information about the course when starting it. (Rosa & Aquino, 2019) The lack of identity of vocational technical education has contributed to young people giving up their courses. (Dore & Lüscher, 2011) The abandonment of the course due to employment/work; abandonment without any justification. (Oliveira & Volpato, 2017) The cultural capital of students in subsequent courses, in relation to prior knowledge of the course area; symbolic violence on the part of their colleagues, teachers and the curricular structure of the courses. (Lambiase & Conceição, 2021) Course duration, strikes and stops in the academic year and the New Corona Virus Pandemic. (Fiorotti & Da Rosa, 2022) The main causes of school dropout are of an extra-school nature, above all, difficulties in reconciling school activities. work with studies, financial, personal and/or health problems. The most prominent intra-school causes were low motivating classes and the mismatch between course requirements and the repertoire of knowledge accumulated by students in previous stages of their schooling. (Saccaro & França, 2020) Legal nature of the educational institution prior to high school, public or private, with more frequent dropout by students from public legal institutions. (Santos & Corseuil, 2022) A higher incidence of participants in the Bolsa Família Program is not associated with a smaller difference in dropout rates between mother and non- mother students. Rosa et al., 2022) More time in school (full-time) increases grade point averages in languages and math, and reduces retention and dropout. (Glewwe & Kassouf, 2012) The government's Bolsa Escola/Família program increased enrollments by 5.5% and reduced dropout rates by 0.5 percentage point. (Salinas & Jorquera-Samter, 2021) In Chile, teenage pregnancy favors student dropout. (Yi et al., 2015) In China, the poorest areas have a dropout rate of 22%, while areas with better 30 Global Journal of Management and Business Research Volume XXIII Issue I Version I Year 2023 ( )G © 2023 Global Journals Student Dropout in Vocational High School from the Point of View of Service-Dominant Logic: A Theoretical Essay socioeconomic indicators have a rate of 10.7%.