Perspectivas dos alunos dos oitavo e nono anos do ensino fundamental da Escola Estadual Armando Nogueira Soares em Divinópolis - MG sobre o ensino médio

Abstract

This dissertation was developed within the scope of the Professional Master's degree in Management and Evaluation of Public Education (PPGP) of the Public Policies Center and Education Evaluation of the Federal University of Juiz de Fora (CAEd/UFJF). The management case studied discussed the concepts of youths and the perspectives of students in the eighth and ninth years of the State School Armando Nogueira Soares, in Divinópolis (MG), in relation to high school and how it can influence school learning. The high dropout rate in the final years of elementary and high school, the high failure rate and partial progression in the first year of high school and the lag of students in the same years draw attention and lead us to reflect on whether pedagogical practices meet students' expectations. Thus, the objectives for this study were: (i) to describe the youths of the State School Armando Nogueira Soares; (ii) to investigate what are the expectations of students in the eighth and ninth years of elementary school in relation to high school; and (iii) propose actions and outline strategies that allow more attractive projects and classes for students, in order to reduce failure and partial progressions. We theoretically base ourselves on authors with Pais (1990), Freire (1996, 1997, 2018), Sposito (2000, 2008), Dayrell (2003, 2007), Costa A. (2006), Carrano (2011), Franzoi (2011), Leão (2011), Sibilia (2012), Bauman (2013), Carmo e Correa (2014), Dayrell e Carrano (2014), Moreira (2014), Burgos (2015), Tomazetti e Schlickmann (2016), among others. We assume as a hypothesis that the perspectives of young people and the methods used by the pedagogical team and teachers directly influence school success or failure. If we understand the life world of our students and their expectations, we can create projects that enable more meaningful learning. For that, we used as methodology the bibliographic research, individual interview with the faculty and collective interview with the students of the eighth and ninth years. To finish our research, an Educational Action Plan was prepared that will allow for a closer relationship between the teaching staff and students, greater participation of the school community in the elaboration of the school's pedagogical projects and the collective planning of classes supervised by the specialist and direction.