Purificação, Marcelo Máximo da2026-10-152026-10-152026COUTINHO, Patrícia Morais. As políticas públicas e a permanência escolar no ensino médio: reflexos no desenvolvimento regional. Goiânia (GO), 2026. 116 f. Dissertação (Mestrado Profissional em Desenvolvimento Regional) - Centro Universitário Alves Faria, 2026.http://repositorio.unialfa.com.br/handle/123456789/838This dissertation examines the extent to which public policies aimed at school persistence, risk management, financial support, and learning recovery are associated with school abandonment and dropout in upper secondary education in the state education system of Goiás, considering their potential effects on regional development. The study adopts a quantitative and observational approach based on aggregated secondary data from the forty Regional Education Coordination Offices of Goiás. The analysis covers school performance indicators available from 2021 to 2024 and is supplemented by 2025 enrolment and full-time education data. The analytical strategy combines a temporal examination of the indicators, enrolment-weighted averages, and an assessment of territorial and sociodemographic inequalities. The results reveal a nonlinear trajectory: the indicators worsened in 2022, improved considerably in 2023, and partially reversed in 2024. The findings also show that statewide averages conceal substantial differences among regions and that the relationship between full-time education and lower abandonment rates is weak and nonlinear, indicating that extending the school day alone does not ensure student persistence. Financial incentives, such as Bolsa Estudo and Pé-de-Meia, may help reduce immediate material barriers, but their potential is greater when combined with attendance monitoring, active outreach, pedagogical support, and structural learning policies, such as the Compromisso Nacional Criança Alfabetizada. The study concludes that addressing school abandonment and dropout requires an integrated, continuous, and territorially responsive framework of public policies. Given the observational nature and level of aggregation of the data, the results indicate temporal and territorial associations and compatibilities but do not support attributing isolated causal effects to each policy. From a regional development perspective, ensuring that young people learn, remain in school, and complete basic education contributes to expanding human capabilities, productive opportunities, social participation, and equity across social groups and territories.ptPermanência escolarPolíticas públicas educacionaisEvasão escolarEnsino médio