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The courses offered by the 3º Centro de Telemática de Área (3º CTA), in the form of Distance Education (DE), registered a considerable growth in enrollment in recent years, however, there were also high dropout rates. Evasion, as observed in several publications, is one of the main problems faced by distance education as well as being a factor in evaluating the success or failure of a course and directly influence the level of quality offered by them. The occurrence of alarming dropout rates, led to the objective of this study that was to propose solutions to mitigate evasion in DE stages from 3° CTA after identifying what reasons led the students to quitting, using some Quality Tools, such as Pareto Chart and Ishikawa Diagram. The exploratory approach as a research tool was a questionnaire based on questions of affectivity promoted by mentoring and dropout factors listed in survey available at Analytical Report of Distance Education in Brazill (Censo EAD.BR 2009). The sample consisted of 475 students from two courses offered in the first half of 2011 where, from the results of the analysis, there was a positive role of mentorship on the affection, and stood out as factors in evasion the lack of time, the lack of support from the Military Organization of the student, lack of access to technological resources and family problems

Evasion; Distance Education; Quality tools