Um breve estudo sobre o alto índice de reprovação escolar na Escola Estadual Santo Antônio

Abstract

The present study investigates the influencing factors of the high school failure rates at the Santo Antonio State School (EESA), suggesting actions to improve learning results and approval rates. The methodology chosen here was an analysis of educational public policies related to school failure; national, state, and local contextualization of this theme; as well as an approach on the IDEB, Saeb, and failure and approval indexes of the school in question. At the state level, data were presented regarding school failure rates in Minas Gerais, emphasizing school tutoring as a combat strategy. The EESA was characterized according to its regional context, physical structure, human resources, courses, management, performance evaluations, and communication with family members. The academic results from 2017 to 2022 underwent detailed analysis, including the pandemic period, which revealed the school’s struggles. The management team and teachers’ perspective on school failure, based on theoretical contributions of some authors, including Jacomini (2009), Arroyo (2003), Gil (2018), and Tavares Junior (2019), highlight the importance of all the actors in a collaborative approach to overcome school failures. Pedagogical coordination is recognized as essential, performing a key role in orienting teachers and promoting pedagogical practices adapted to a diverse range of learning styles for students. This research methodology sought to explore the interrelation between management, teachers, and family members as key components for academic achievement. Data collection, methods of analysis, and applied instruments strengthened our understanding of failure at EESA, providing tools for the development of strategies that can contribute to better academic results for this school.