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

a tutor, with conditions for carrying out extracurricular activities (Melo Filho, 2019). − Labor legislation that contemplates the possibility of flexible working hours to facilitate class attendance (Vargas & Paula, 2013). − Promotion of public policies for the social inclusion of disadvantaged students (Vargas & Paula, 2013) − Creation of student support programs that address the issue of symbolic violence (Oliveira & Volpato, 2017) − Alteration of the current institutional logic, to one that is inclusive and enables social ascension. - Families, Governmental Powers, legislators and executors, Managers of Educational Institutions, Teachers. − Adoption of active teaching methodologies (Evaristo & Terçariol, 2019; Terçariol & Afecto, 2021). − Adoption of full-time study when possible (Rosa et al., 2022). − Alignment between training programs for educational management and continuing pedagogical teacher qualification to local problems (Ikeshoji & Terçariol, 2015; Terçariol et al., 2016). − Alteration of the current institutional logic for one that consolidates the habit of creativity and innovation in teaching methodologies. - Managers of Educational Institutions, Teachers. Source: Elaborated by the authors, 2022 It is worth emphasizing here once again the importance of coordinating actions, guided by an institutional logic, as shown in Figure 1, which minimizes the possibility of disintegration of resources and the co- destruction of value. VI. C onclusions In a scenario where efforts to combat student dropout are necessary, this theoretical essay sought to analyze the problem from the perspective of Service Dominated Logic - LDS. As a result of this reflective analytical process, suggestions for actions to face dropout emerged, as well as the suggestion of changing the current institutional logic, to a logic that favor the adoption of inclusive routines and that consolidate the habit of seeking teaching methodologies that are more attractive to students. From the SD-L point of view, isolated actions where the beneficiary is not the focus do not allow the integration of resources, and therefore, the co-creation of value. Joint actions are needed, carried out by all the actors involved in the value ecosystem, and coordinated by an institutional logic that favors the integration of resources and the co-creation of value. Without such coordination, the possibility of disintegration of resources and co-destruction of value is high. R eferences R éférences R eferencias 1. Achrol, R. S., & Kotler, P. (2006). The Service- Dominant Logic for Marketing: A critique. Em The Service Dominant Logic of Marketing: Dialog, debate and directions (p. 320–333). M. E. Sharpe. 2. Baggi, C. A. dos S., & Lopes, D. A. (2011). Evasão e Avaliação Institucional no Ensino Superior: Uma discussão Bibliográfica. Avaliação: Revista da Avaliação da Educação Superior, 16 (2). https:// www.scielo.br/pdf/aval/v16n2/a07v16n2.pdf 3. Baron, S., Patterson, A., Warnaby, G., & Harris, K. (2010). Service-dominant logic: Marketing research implications and opportunities. Journal of Consumer Behavior , 9 (3), 253–264. 4. Bettencourt, L. A., Lusch, R. L., & Vargo, S. L. (2014). A Service Lens on Value Creation: Marketing´s role in achieving strategic advantage. California Management Review , 57 (01), 44–66. 5. Bidar, D. R., Jabbari, D. M., & Luck, D. E. (2022). Value co-destruction in online collaborative networks. European Management Journal . https:// doi.org/10.1016/j.emj.2022.08.001. 35 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 (ii) Social: Lack of social inclusion, institutional climate of the school, lack of social capital and suffering from symbolic violence; (iii) Pedagogical/school: Lack of information about the course started, classes with little motivation, mismatch between course requirements and the repertoire of knowledge accumulated by students in previous stages of their schooling, and the pedagogical plan adopted by some teachers. 6. Bourdieu, P. (1989). O poder simbólico . Editora Bertrand Brasil.