Os desafios para superação das reprovações no 1ºano do Ensino Médio: um estudo de caso sobre a Escola Estadual Senador Levindo Coelho em Ubá, Minas Gerais

Abstract

The present work is characterized as a case study, developed within the scope of the Professional Master in Management and Evaluation of Public Education (PPGP) of the Center for Public Policies and Education Evaluation of the Federal University of Juiz de Fora (CAEd / UFJF). From the observation of the school context of the State School Senador Levindo Coelho (EESLC), the research aimed to: (i) analyze the factors that lead to failure rates and, specifically, the disapproval of a large percentage of students enrolled in the 1st Year of Education (ii) to reflect on what aspects school management should take to improve the results of these students, (iii) to propose an Educational Action Plan that can be configured as a support instrument to minimize the situation found. The high school is specific to secondary education, exhibits higher rates of disapproval than the national indices in the first year of high school in the years evidenced by the survey, presents a low level of violence, is not located in an area of critical social vulnerability and receives students of various social classes of the municipality of Ubá and region. The interest in the subject in question arose from the close monitoring of the problem identified from the experience of the author as a teacher of the state education network of Minas Gerais and manager at the school researched. To achieve the proposed objectives, the main methodology was the use of questionnaires and qualitative and quantitative research in primary and secondary source documents of EESLC and the State Secretariat of Education of Minas Gerais (SEE-MG). In this case, management the profile of the student and the extra and intra-school factors were analyzed, in the effort to understand which would be responsible for the high recurrence rate in EESLC. The research revealed the insufficient preparation of the student in high school and the deficiency of the pedagogical practices adopted by the EESLC school. Based on the findings, an Educational Action Plan (PAE) was designed with proposals based on the adoption of differentiated pedagogical practices that allow the student with difficulties the opportunity for approval with real learning through a differentiated monitoring throughout the school year, with the needs of each. For the school, the PAE proposal aims at achieving a free performance standard of expressive failure numbers.