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In this article we aimed to analyze how academic evasion has been understood by coordinators and by evaded students from five undergraduate Chemistry courses at a Brazilian federal public university. This is a scientific research of quantitative approach that had in the documental evaluation and in the semi-open questionnaires the sources of data and in the triangulation and categorization the techniques of analysis. All the coordinators and 126 participated in the study. The results indicate the main factors that have generated academic evasion, among which we can highlight: difficulties in reconciling work and studies, lack of interest in graduation due to the devaluation of the teaching career, insufficient knowledge base, little financial support and problems in interpersonal relationships during graduation. [ABSTRACT FROM AUTHOR]