Um estudo de caso sobre o fluxo escolar e as implicações da qualidade da educação em uma escola de Santana do Manhuaçu-MG

Abstract

This research, entitled “A Case Study on School Flow and the Implications of Education Quality in a School in Santana do Manhuaçu-MG,” focused on the Santa Filomena State School (EESF), located in the district of Santa Filomena, in Minas Gerais, where the dropout rate between the years 2019 and 2022 reached 72% in one of the observed classes, a fact that drew attention to the following question: What can be done to improve the flow in high school at Santa Filomena State School? As a general objective, the study aimed to understand the causes that lead students to interrupt their studies and to propose strategies that encourage their continued attendance at school. To this end, specific objectives were outlined: to describe the school’s reality, as well as the number of students who stopped attending high school; to analyze the reasons for school dropout; and to propose strategies that help retain students at school in a way that is contextualized with the local reality. The research adopted a qualitative approach, using methods such as documentary research, bibliographic research, and interviews. Students at the school were interviewed to understand their perceptions, experiences, and motivations, as well as teachers, to identify factors that contribute to dropout. To support the research, a historical analysis of the educational process was carried out, based on the contributions of Anísio Teixeira (1957) and other authors, discussing the quality of education from the theoretical perspectives of Libâneo (1994) and Saviani (1986). Furthermore, conceptions of school flow and dropout present in Mendes (2013), Tavares Júnior (2014; 2018), and Neubert (2014) were explored, which reinforce the need to understand the dropout phenomenon within a broad context that involves not only the school but also socioeconomic and cultural factors. Based on the collected information, an Educational Action Plan (EAP) was developed, containing proposals for strategic interventions such as psychopedagogical support, academic tutoring, and monitoring, as well as the implementation of vocational workshops in partnership with other institutions. The proposal aimed not only to reduce dropout rates but also to strengthen students' connection with the school and to provide a more attractive and motivating learning environment. The research demonstrated that school dropout at EESF is the result of multiple factors, including socioeconomic difficulties, academic challenges, and lack of student engagement. The data collected indicated that the creation of innovative pedagogical strategies, combined with institutional support, can contribute to student retention. In this way, the study has the potential to provide a foundation for the development of educational management policies, as well as to engage in dialogue with other institutions facing similar challenges.