Aprovação parcial na Escola Estadual de Educação Profissional Maria Ângela da Silveira Borges: avanços e dificuldades

Abstract

This study took place in the context of the Professional Master’s Program on Management and Evaluation of Education at the Center of Public Policies and Education Evaluation at Federal University of Juiz de Fora. The management case studied analyzes the results of students who passed, conditionally passed and failed the grade at State School of Professional Education Maria Ângela da Silveira Borges, which is under the jurisdiction of the Secretariat of Education of the State of Ceará. This study’s guiding question is: which actions can school management implement in order to cause a decrease in the number of students conditionally passed at State School of Professional Education Maria Ângela da Silveira Borges? This study’s main objective is to analyze the didactic-pedagogical practices carried out at Maria Ângela da Silveira Borges school in order to identify factors associated to the high rates of students conditionally passed at this education institution, and, based on the analysis, to propose actions to mitigate the problem. In addition to that, our specific objectives are: i) describing internal indices at State School of Professional Education Maria Ângela da Silveira Borges; ii) analyzing the causes of the high rates of conditional approval at State School of Professional Education Maria Ângela da Silveira Borges; iii) proposing actions that provide an improvement in the teaching-learning process carried out at Maria Ângela da Silveira Borges school with the purpose of decreasing the number of conditionally passed students at that school. Our hypotheses are: i) inefficient assistance, by school management, of pedagogical practices of teachers at the aforementioned school; ii) the presence of a culture of exclusion/failing in the context of State School of Professional Education Maria Ângela da Silveira Borges; iii) the ineffectiveness of pedagogical practices aimed at struggling students. The theoretical framework that grounds this study analyzes the factors associated to school failure, translated, in this case, in the inadequate conditional pass rates at this education institution. The authors that compose this framework are Arroyo (1992), Carraher and Schliemann (2013), Jacomini (2009), Paro (2011), Placco, Almeida and Souza (2011), Placco and Souza (2012), Silva (2016), among others. The methodology used was qualitative research. Data collection took place through interviews and questionnaires, aimed at the subjects directly involved with the problem: management team, teachers, and conditionally passed students in 2018. We also analyzed documents and bookkeeping materials at the school, as well as pedagogical reports available at School Management Integrated System (SIGE). Research data showed that educational agents at Maria Ângela da Silveira Borges school face a challenging reality of low student performance in internal evaluations. The elements highlighted as main contributors for that reality are problems resulting from dysfunctional family contexts, lack of basic knowledge about reading, writing and basic Math operations, and an improper process of remedial earning adopted by the school. Therefore, we propose an action plan that can contribute to the improvement of internal learning indices, especially the decrease in conditional approval rates at State School of Professional Education Maria Ângela da Silveira Borges.