Baixos índices de conclusão dos alunos que ingressam na EJA semipresencial em um centro de educação no Ceará: desafios e possibilidades

Abstract

The present dissertation entitled "Low completion rates of students entering the semi-presential EJA in a Center of Education in Ceará: challenges and possibilities" is based on a management case and was developed within the scope of the Professional Master in Management and Evaluation of Education (PPGP) of the Center for Public Policies and Education Evaluation of the Federal University of Juiz de Fora (CAEd/UFJF). This Center of Education, although presenting curricular structure, functioning and pedagogical proposal differentiated from the other schools of the educational network of Ceará, has lived with the challenging context of the low completion rates in basic schooling. When analyzing the data of the secretariat, it was verified that in the years 2015, 2016 and 2017 of the students enrolled to attend the igh school stage of 58%, 57% and 52% respectively did not remain in the Center of Studies cited. Thus, the study has as a premise the following problem question: what has caused the low permanence and, consequently, the low conclusion in the scholastic stage of the students who join the semi-presential EJA in the CEJA Pe. Luiz Gonzaga Xavier de Lima? The objective is, therefore, to analyze the factors that have led students not to complete the basic schooling stage in the blended EJA in the Education Center, as well as to develop an action plan that seeks to minimize the problems encountered. To do so, qualitative research was used as a methodology. Through the results of the investigative action carried out in this study, it was possible to understand that different aspects corroborated the low rates of permanence and completion of the students who seek the Education Center to resume their studies. In this way, once the factors that most competed to ensure that the student, having resumed his / her educational path in the CEJA, were suspended again, interventions were proposed, based on an Educational Action Plan (PAE). It is appropriate to say that the action plan, alone, will not increase substantially the rates of permanence and completion of students who join the CEJA Pe. Luiz Gonzaga Xavier de Lima. In this sense, public policies aimed at this plural audience also need to be strengthened.