摘要：This article aimed to identify elements that contribute to putting in risk the permanence of students in initial teacher training courses. The research is anchored in studies on avoidance and teaching practices in higher education, being guided by the question: what elements jeopardize the permanence of students in initial teacher training courses? As a procedure for data collection, we used narrative interviews with six students. The results pointed out the motivating actors: the evaluation practice and the teaching methods used by the teachers, the teacher and student relationship, the lack of professional expectation and the difficulty of reconciling work and studies.
关键词：Initial Teacher Training Courses;Narratives;Permanence at Risk;Federal Institutes. Evasion
