Reprovação em contextos de vulnerabilidade social

Abstract

The research describes and analyzes the school failure in contexts of social vulnerability, having as empirical deepening the study of an exemplary case in the interior of Minas Gerais. The study is focused on the final years of elementary school and, as an applied science, aims at propositions of actions for the improvement of educational attainment. Performance data are analyzed between 2015 and 2017 from the Minas Gerais School Administration System (SIMADE), which trace the diagnosis of the high failure rate in the final years of Elementary School. The analysis identifies the factors associated with the school failure and dialogues with the theoretical referential dedicated especially to school failure in Brazil as a trait of its traditional school. Factors such as unfavorable social origin, the traditional conception of school evaluation, the influence on the teachers of the "culture of repetition", the fragile participation of parents in their children's school life, and school management that ignores institutional identity goals are elements that are associated with school failure. Thus, this research investigates, analyzes and understands internal and external factors that are related to the high school failure, in view of the elaboration and proposition of an Educational Action Plan (PAE) in favor of interventions to be conducted by the school management with the purpose of to raise the quality of education and by reducing school failure.