O desafio de reduzir a reprovação na Escola Estadual Dona Zaíde em Diamantina – Minas Gerais

Abstract

This dissertation was developed within the scope of the Professional Master in Management and Evaluation of Education of the Professional Postgraduate Program (PPGP) of the Center for Public Policies and Education Evaluation of the Federal University of Juiz de Fora (CAED / UFJF). The research carried out refers to a school in the State of Minas Gerais network that reveals high failure rates in the Final Years of Elementary School. The objectives defined for this study were: to investigate the constraints of high failure rates and to prepare an Educational Action Plan (PAE) aimed at reducing these indices. In the expectation of understanding the motivations of the results obtained by the students, the physical, pedagogical and organizational structure of the school, the evaluation process and the students' failure rate were analyzed. It was also investigated the teachers' perception of the indexes of reprobations and how pedagogical management is given. The present case study consists of an analysis of the question of reprobation considering the evaluation theory of Luckesi (2002), Dominique Júlia's conception of school culture (2011), Jacomini's concept of the equanimous school (2009), conceptions of teachers' work presented by Saraiva (2015), the competences of the dimensions of school management envisaged by Lück (2009), as well as legislations related to the subject, which contribute with the reflections on the possibilities of structuring new strategies related to education that allow a pedagogical intervention that promotes reduction of school failure. To carry out the study, we used as methodology the qualitative research using questionnaire and interview as a research instrument to obtain the data. Considering the data presented, it can be inferred that most of the students who are in a situation of age-grade mismatch come from repeated failures and most of the time they arrive at the Dona Zaíde School in this situation. When questioned about actions can be implemented to raise school approval rates, 100% of teachers and supervisors emphasize the importance of intervention strategies, such as extraclass reinforcement for non-literate students and the search for greater partnership with families. From this perspective, a PAE was organized to present the proposals for institutionalization and systematization of the interventions in order to take into account the specific context of the school, which could also be appropriated by other school units that are confronted with challenges analogs.