Gestão e equidade: o desafio da evasão na 1ª série da Escola de Ensino Médio Ananias do Amaral Vieira

Abstract

The present dissertation was conducted within the scope of the Professional Master’s course in Management and Evaluation of Education (PPGP) of the Public Policies and Evaluation of Education Center at the Federal University of Juiz de Fora (CAEd/UFJF). This management case’s objective was to analyze the internal and external factors that negatively influence the evasion found in the first grade from the High School Ananias Amaral Vieira. To do so, this study tried to understand which difficulties the school faces solving this problem. Likewise, there were proposed management actions to reduce this issue through better resources management. The chosen methodology was the case study. Moreover, other processes were: research on official documents; bibliographical study; focal groups with students and teachers; and interviews with students and the school’s manager. Through the data found on the field research, it was possible to understand the phenomena better, using the axes that conducted the empirical analysis. Those are related to the evasion as a result of the school’s failure; the educational management’s importance to the vulnerable students’ success; the frequency administration on the evasion’s counter effect. To this study, the specialized literature was fundamental as: Bittar (2011), Dubet (2003), Tavares Júnior (2019), Silva Filho; Araújo (2017), Soares et al (2015), López (2005), Burgos (2014) and Santos and Pierini (2016). Through the research, it was possible to identify some difficulties on the first-grade students’ assistance. Those are related to the context’s influence; the infrequency; and the learning deficit. Over this diagnose, it was developed an Educational Action Plan, with a combination of activities, as: a) to know the trajectories previous the High School, which allows to identify the students more likely to fail and evade; b) to follow the frequency systematically, through a protocol that states how the management should act to face the infrequency; c) to better assist the students with learning deficit, promoting opportunities to the educational success. Therefore, it is crucial to make the curriculum suitable to their needs and establish equanimous evaluation criteria.