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Despite the growth of distance education in recent years, the high dropout rates worry the educational institutions, because they result in idleness of professionals, materials, and physical space. This phenomenon was detected in a postgraduate course offered at a public higher education institution in Brazil, which has an average dropout rate of 41.23% in the five editions already offered. In this sense, the present work aimed to: investigate the causes associated with student dropout, identifying internal and external interference with the context of specialization that led to this situation. This research was based on the technical survey procedure and used Multi-Qualitative Research Method Approaches. For this, we used as a data collection instrument a questionnaire sent by email to the 334 students evaded from the course. We obtained 66 respondents, equivalent to a return of 19.76%. Data analysis showed that the principal causes related to student dropout were: lack of time to study, weekly workload (external); the complexity of activities, delivery times and didactics of teachers (internal). Therefore, strategies to combat evasion should be adopted by the institution in order to minimize the waste of public resources.

EVASÃO NA EDUCAÇÃO A DISTÂNCIA: AS CAUSAS DO ABANDONO EM UM CURSO DE PÓS-GRADUAÇÃO LATO SENSU