Análise dos problemas de indicadores de fluxo escolar irregulares em uma escola pública estadual de Caratinga/MG

Abstract

This study was conducted within the scope of the Professional Master's Program in Management and Evaluation of Public Education (PPGP) at the Center for Public Policy and Education Assessment of the Federal University of Juiz de Fora (CAEd/UFJF). The management case investigated focuses on the factors that contributed to the increase in failure, school dropout, and age-grade distortion rates in the Final Years of Elementary Education at Professor Joaquim Nunes State School in Caratinga-MG between 2011 and 2021. During this period, the institution recorded significantly higher failure and dropout rates compared to municipal, state, and national averages, highlighting the need for an in-depth analysis of the causes of this irregular school flow. In light of this, the study sought to answer: what factors have contributed to the high number of students at Professor Joaquim Nunes State School facing failure, school dropout, and age-grade distortion, and what actions can school management take to minimize this issue? The general objective of the research is to analyze the factors that have impacted the regularity of school flow in the institution and propose interventions to minimize the effects of failure and dropout, and consequently, agegrade distortion. The specific objectives of the study are: i) to describe the determining factors of irregular school flow indicators and their relationship with age-grade distortion; ii) to identify and analyze how internal and external factors related to irregular school flow have contributed to age-grade distortion; and iii) to develop an Educational Action Plan (PAE) proposing actions to improve these indicators. For data collection, semi-structured interviews were conducted with teachers working in the Final Years of Elementary Education and the school’s management team. The analysis highlights three main critical elements: the profile of students coming from other schools; the discrepancy between proposed educational solutions and their implementation in the classroom; and the relationship between age-grade distortion, school failure, and dropout. The proposed Educational Action Plan includes actions such as the "Educational Reception and Diagnostic Program," aimed at welcoming and conducting pedagogical diagnostics for students coming from other schools to address learning gaps, in addition to other initiatives for family engagement and improvements in school flow indicators. The results aim to provide a theoretical and practical framework for implementing strategies to combat school failure and promote school and educational inclusion.