Educação de jovens e adultos: uma análise voltada à interpretação dos resultados do ensino médio no sistema de avaliação da educação do estado do Rio de Janeiro (SAERJ) em 2014

Abstract

The Education of Youth and Adults (EJA) is a type of education oriented to the students who could not attend basic education at the appropriate age. Over the past decade, EJA has expanded throughout Brazil by also offering new levels of education such as the final years of Elementary School and High School. By the year of 2013, the state of Rio de Janeiro offered High School education through EJA modality in three semester modules, but through the observation of the disappointing performances of module III in the Evaluation Education System of the State of Rio de Janeiro (SAERJ) and the high rates of age-grade distortion in regular education, the state decided to introduce in the school system a new EJA proposal, turning the program into a four-module one. The "New EJA" not only differs from the previous one for the additional semester course, but also by a different educational proposal supported by instructional materials and a differentiated curriculum, continued education for teachers and a continuous evaluation process, supported by Item Response Theory (IRT) in all course modules during the years of 2013 and 2014, in order to monitor the performance of students in a longitudinal way, and subsequently have the program evaluated by SEEDUC. Based on the results of SAERJ and SAERJINHO, this master thesis investigates how this new system of education named EJA, in its first cycle, from module I to module IV, during the first half of 2013 to the second half of 2014, was able to reach the expected average proficiency in Portuguese and Mathematics for graduates from module IV, when compared to the average proficiency of graduates of module III, estimated in previous years to 2014. It also presents an analysis focused on the approval rates which considers the percentage of approval, disapproval and abandonment of EJA in phases and modules. The expected average proficiencies for the regular High School were, until then, considerably higher than the ones expected for Youth and Adult Education. In this sense, this thesis analyzes the proficiency of the first graduates of EJA in modules to understand to what extent it overcame the results of the previous system. In Chapter III, by the end of the analysis, there is a proposal for an intervention in the EJA program based on actions that are justified by the major management problems that this thesis has highlighted.