Aprovação parcial na Escola Estadual de Educação Profissional José Vidal Alves: desafios e perspectivas

Abstract

The present dissertation is developed for 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). The management case analyzes the José Vidal Alves State School of Professional Education, a high school integrated to the professional education located in the interior of Ceará, and even presenting good results in external evaluations, such as SPAECE, presents a significant number of approved students partially. In view of this, we propose as a research question: what are the causes of the high number of students partially approved in the José Vidal Alves State School of Professional Education? The hypotheses for the problem raised in the research are: i) the low learning of the students coming from the municipal network; ii) the lack of more effective actions for the recovery of the learning of the students with low income; iii) the lack of a more effective pedagogical monitoring and iv) the predominance among some teachers of the conception that the only one blamed for failure is the student. The general objective of the dissertation is to analyze the internal indicators of the school in question and to propose strategies that allow it to reduce the rates of disapproval and, in particular, partial approval, in order to guarantee a more equitable education. The specific objectives defined for this study were: i) to present the failure rates, partial approval and external indicators of the José Vidal Alves State School of Professional Education; ii) to analyze the causes that lead to high reprobation rates and, above all, partial approval in the José Vidal Alves State School of Professional Education, when compared to other Vocational Schools of the same region of education, and iii) to elaborate a Pedagogical Intervention Plan to be applied in the State School of Professional Education José Vidal Alves with the purpose of promoting the improvement in learning, and consequently, to reduce the number of partially approved students. To do so, we use as methodology the qualitative perspective, and as instruments, interviews and information collection in the school and in the Integrated School Management System (SIGE). Considering the breadth of the discussion about reprobation, we will use theoretical analyzes of researchers on the subject, such as: Forgiarini e Silva (2008), Melchior (2004), Paro (2013), Jacomini (2009) and Arroyo (1992). Considering the presented data, it can be inferred that the students in situation of partial approval presented a great delay of learning of the elementary school, and that in their great majority they came from the public network. However, the responsibility for the high rates of partial approval does not lie solely with the low level of student learning in the elementary school. The data obtained in the research point to an inefficiency of the processes of Parallel Recovery and Partial Progression developed by the school, mainly due to the way in which they are executed. In addition, from the teachers' responses to the questionnaires and from the report of the managing nucleus, we can infer that the school has a difficulty in developing a pedagogical accompaniment in the classroom and providing a continuous formation to the teachers, either in their planning or in the hour-activity. In this context, the Educational Action Plan was presented, contemplating actions that aim to ameliorate the learning difficulties presented by students in the first year. It was also presented actions that seek to improve the pedagogical process of the school, with regard to the classroom follow-up and the ongoing teacher training process, as well as actions aimed at reformulating the processes of parallel recovery and articulated partial progression by the school.