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

Although the vast majority of students have the need to reconcile work and study, public policies and Brazilian legislation do not address the particularity of this condition, making it difficult for the student-worker and the worker-student to remain in their courses (Vargas & Paula, 2013). It would be convenient to change the labor legislation, which contemplates the possibility of flexible working hours to facilitate class attendance (Vargas & Paula, 2013). The inversely proportional relationship between income and evasion can be verified in the study by Yi et al. (2015) when they find that in the poorest areas of China, dropout rates double in relation to the richest areas. Thus, actors with resources that allow the alteration of legislation, the creation of public policies and educational programs would be the main ones involved in facing the causes related to the students' personal issues. Regarding the confrontation of causes related to social issues, such as lack of social inclusion, institutional climate of the school, lack of social capital and suffering from symbolic violence, which refer to factor type 2 - blocked access to integration, the suggestions address external and internal aspects to the school. The suggestion regarding the first is the promotion of public policies of financial support to students, which are accessible and effective (Vargas & Paula, 2013). At this point, for the first time, appears the need to coordinate the efforts of actors through institutional logic that make policies effective, without disintegrating resources and co-destruction of value. Regarding the intra-school aspect, the way in which the student with little social capital is treated and the way that each teacher acts in the classroom can alleviate or intensify the reproduction of social inequalities, and consequently the symbolic violence, leading the student to believe that their culture is inferior to the dominant culture (Oliveira & Volpato, 2017). Thus, measures are needed that, coordinated and aligned with financial support policies and tutorial education programs, increase students' social capital, allowing them to perceive the school as a place where their culture is valued. Finally, regarding the confrontation of causes related to pedagogical / school issues, these can be linked to factors 3- unwillingness to integrate resources, 4- misunderstanding about how to integrate resources, 5- disagreement about how to integrate resources and 8- inability to integrate resources. Factor 4 addresses issues such as the lack of information about the chosen course (Gomes & Bastos, 2016), which can lead to a lack of identity with it (Rosa & Aquino, 2019). To face the inability to integrate resources (Factor 8), training in educational management is suggested, as well as continuing pedagogical teacher qualification, which allows managers and teachers to develop solutions in line with local problems (Ikeshoji & Terçariol, 2015). This training may include, for example, training in resources such as digital communication and information technologies, which would increase the chance of success in integrating resources and, consequently, in dealing with these causes of evasion. The problem of low motivating classes and the student's lack of interest in co-creating value (Factor 3) may have its origin in the poorly didactic pedagogical plan adopted by some teachers, as well as the discouragement generated by the perception that the course is too long, and that strikes and pandemics increase their duration (Lambiase & Conceição, 2021), which refers to factor 5 (disagreement about how to integrate the school's pedagogical resources with its own resources). To facilitate the integration between the school's didactic and pedagogical resources and the students' own resources, the literature on the subject suggests the adoption of active teaching methodologies, such as project-based learning, maker approach and inverted classroom, where the student becomes the protagonist of their learning, and the teacher takes on the role of mediator and guide of the actions resulting from the internal motivation of the students (Evaristo & Terçariol, 2019; Terçariol & Afecto, 2021). In addition to the adoption of active methodologies, a longer time in contact with the teaching and learning process also favors the reduction of retention and dropout (Rosa et al., 2022). However, this would be an action that would demand, as previously mentioned, an institutional logic that favors the reproduction of behaviors aimed at the elaboration of pedagogical proposals that promote innovation and creativity. Based on the premises of the LDS, such proposals would be more attractive, increasing student engagement and reducing the chance of dropout. To summarize the discussion on suggestions to reduce dropout, Table 2 below summarizes the causes, suggestions and actors involved. Table 2: Causes and Suggestions for Coping with Dropout from the LDS Point of View Cause Suggestion for the Confrontation Actors Involved − Offer of scholarships and tutorial education programs - PET (similar to those in higher education) seeking to provide students, under the guidance of - Governmental legislators and executors, Managers of Educational Institutions, Teachers 34 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 (i) Personal: Financial problems, teenage pregnancy, difficulty in reconciling study and work;