Partial Progression in the Blended Learning Modality as a Possibility to Minimize Dropout and Failure Rates at IFSul

Abstract

The research developed in this study aligns with the search for information that contributes to a consistent design of the process for offering Partial Progression (PP), conceived as a relevant alternative to minimize the high rates of dropout and failure at the Federal Institute of Southern Rio Grande – Pelotas Campus (IFSul). The study presents a description of the current functioning of PP, highlighting its weaknesses and potential. Based on current educational legislation and the analysis of teaching practices, a redefinition of PP is proposed, aimed at promoting learning that enables the recovery of knowledge not yet consolidated by students. The study also seeks to provide support for the regulation of Partial Progression, focusing on the introduction of pedagogical practices grounded in active methodologies, integrated into the blended learning modality and the customization of the Institutional Virtual Learning Environment (AVA). Additionally, the study addresses Parallel Recovery (RP), understood as a preventive support practice capable of reducing the number of students undergoing re-evaluation, in Partial Progression, failing, or dropping out. The final product resulting from this work consists of the development of a reference guide as an educational product, which offers guidelines for implementing Partial Progression and Parallel Recovery within the context of IFSul – Pelotas Campus. This proposal includes pedagogical strategies adapted to the reality of blended learning through the use of the institutional AVA and educational technologies, with the aim of enhancing teacher training, optimizing teaching and learning processes in Basic Education, and contributing to student retention and academic success.