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

education in Brazil was 18.6%, with an advance in reducing the problem, compared to the previous year, in which had 23.3%, values much higher than the 10% stipulated for the target. Thus, it is clear that actions are necessary to reduce the dropout rate so that the completion rate reaches the desired level. To this end, this study suggests approaching the phenomenon of value disintegration (instead of integration) from the point of view of SD-L (Bidar et al., 2022; Laud et al., 2019). The diagram in Figure 1 illustrates how the elements present in the value ecosystem of technical education are related from the perspective of LDS. It can be seen that the integration of resources is influenced by the resources of the actors involved and by the institutional logic that coordinate the integration (Bettencourt et al., 2014). Source: Bettencourt, Lusch & Vargo, 2014 Figure 1: Diagram of Value Co-Creation in Vocational Education According to Service-Dominant Logic Given the information in Figure 1, it is possible to typify the factors that make it difficult to integrate resources and can lead to the co-destruction of value (Laud et al., 2019): 1. Lack of resources to integrate (lack of social capital and financial resources of students) 2. Access to integration blocked (symbolic violence suffered by students) 3. Unwillingness to integrate resources (disinterest in studying) 4. Incomprehension about how to integrate resources (actors with lack of information about the course) 5. Disagreement on how to integrate resources (lack of alignment between public policies, government assistance programs and projects, pedagogical projects and social context) 6. Misleading resource integrations (corruption in government programs and projects) 7. Negligent resource integrations (apathy and lack of involvement of actors in actions against evasion) 8. Inability to integrate resources (lack of qualification of managers and teachers) 9. Excessive integration of resources (anxiety to obtain positive results) 10. Coercive resource integration (institutional logic based on threats and pressures) Articulating the types of causes and types of factors that hinder the integration of resources and the co-creation of value on the part of students, suggestions were made, based on the literature, to address the causes of dropout. V. S uggestions for D ealing with the C auses of D ropout from the P oint of view of the SD-L To elaborate the suggestions, the causes were analyzed by type (personal, social, pedagogical/school) and by factor that can lead to the disintegration of resources and co-destruction of value. In relation to the confrontation of the causes related to personal issues, such as financial problems, teenage pregnancy, difficulty reconciling study and work (Dore & Lüscher, 2011; Fiorotti & Da Rosa, 2022; Gomes & Bastos, 2016; Salinas & Jorquera-Samter , 2021), these can be linked to the type 1 factor - lack of resources to integrate, in this case, mainly financial resources. The suggestion of this study is the offer of scholarships that allow the student to attend classes without having to carry out work activities to earn income. Melo Filho (2019) cites as an example the scholarships modality PET - Tutorial Education Program, offered to higher education courses, which could be adapted for high school and vocational education. The offer of programs, such as Bolsa Família, in isolation, does not seem to reduce dropout rates, for example, among student mothers (Santos & Corseuil, 2022), so it is assumed that the actions must have an attractive and complementary to the course curriculum. 33 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