Estudo sobre o abandono escolar no Centro de Educação de Jovens e Adultos Cosme Alves de Lima, em Jaguaribe, Ceará

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 case discussed school dropout at the Youth and Adult Education Center (CEJA) Cosme Alves de Lima. The guiding question defined was: what factors have influenced school dropout at CEJA Cosme Alves de Lima? The general objective defined was: to analyze the reasons for dropping out of school at CEJA Cosme Alves de Lima and to propose minimizing actions. The specific objectives were: i) to describe the pedagogical practices and data on school dropout in this CEJA; ii) analyze the factors that lead to school dropout in this institution; and iii) propose actions to combat school dropout. We assume as a hypothesis that dropout occurs due to factors that are internal and external to the school, that is, that personal, family, school and social factors lead the student to drop out of school. The methodology consisted of a qualitative study. Preliminary research looked at official documents and others provided by the school. The surveys were carried out virtually, through interviews with teachers and questionnaires applied to frequent students and former students who dropped out of school in 2017 and 2018. Among the referenced authors stand out Azanha (2004), Gatti (2008, 2014), Gautério and Rodrigues (2013), Haddad (2007), Machado (2011), Barros (2017), Pereira e Brito (2016), Schmitz (2017) and Teixeira (2000). As research results, significant interferences of external factors and difficulty in understanding the contents of the textbook as well as in solving the exercises were evidenced, allowing to conclude that the cognitive difficulties accumulated during school life are determining factors. As factors related to the quality of teaching, insufficient preparation and lack of teachers, deficient school structures, lack of teaching materials, weakness in monitoring and supervision of pedagogical work and non-compliance with the time to be allocated to collective planning were pointed out. Concluding the analyses, the 2017/18 resources showed that the school was awarded a court and money for sports equipment. However, there was a lack of resources for pedagogical projects.