Elementos influenciadores de sucesso acadêmico e produtivo no contexto de uma escola Estadual de Educação Profissional do Ceará

Abstract

This dissertation, within the scope of the Professional Master's in Education Management and Evaluation (PPGP) at the Center for Public Policy and Education Evaluation at the Federal University of Juiz de Fora (CAEd / UFJF), deals with the management case developed at the State School of Professional Education Sister Ana Bernadete in Milagres - Ceará and will address the following research questions: what elements of the vocational school model can influence the educational success of alumni? How can this model help to improve the traditional public school model? The general objective is to identify the elements that produce school success in the professional school model in Ceará and to propose actions that can be replicated to other public schools. The specific objectives seek to: describe actions to prepare for entry into higher education and the labor market at national, state and school management levels; describe the profile of the student entering the school, establishing an analysis with extra-school elements of the student socioeconomic context; to analyze the perception of different subjects about which factors have contributed to the increase in the approval of graduates in higher education and reduction in the rates of insertion in the labor market; propose an educational action plan for problems diagnosed during the research and that can strengthen practices to be replicated to school institutions. The actors are alumni, students, network managers, school managers and teachers. The professional justification was given by the researcher's role in school coordination in monitoring actions to encourage higher education and the labor market. Documentary consultation and semi-structured interviews were carried out. The main results point to the following student profile: 76% concluded with ages between 16 and 17 years and 61% are female; 82.7% are from public schools; More than 60% of parents belong to the working class and more than 45% have incomplete elementary education; 41.9% of students have a monthly family income of up to 1 minimum wage; 66% pointed out the quality of education as the main reason for choosing the school. Despite this social landscape, students have had an upward social mobility as to the pursuit of studies and insertion in the labor market, strengthening the objectives of the vocational education policy.