Reflexões sobre a problemática da distorção idade-série na EEM José Alexandre

Abstract

This paper, developed in the context of the Professional Master's Degree in Management and Evaluation of Public Education of the Center for Public Policy and Education Evaluation of the Federal University of Juiz de Fora (CAEd/UFJF), deals with the case of the influence of age/grade distortion on the school flow of the José Alexandre High School, located in the municipality of Caucaia - CE. The main objective is to understand how the factors associated with age/grade distortion have been impacting the school flow and performance of the institution. In this work, we presented the research site, the José Alexandre School, anchored in the description of the aspects associated with the theme of the factors of influence on the educational trajectory of students, for this academic research we used these elements anchored in scholars on the subject, such as Soares et al (2015), Tavares Júnior (2017 and 2018) and Souza et al (2012). We adopted a qualitative methodology based on the creation of a spreadsheet entitled Trajectory Mapping, filled with student data obtained from the Biographical Sheet of the Class Director Teacher Project and the School SIGE. In a complementary way to the Path Mapping, interviews were held with students who had their trajectory marked by distortion, not having completed high school in the regular time. It is appropriate to inform that the interview occurred with 9 students and served as an illustrative way to understand how the processes, which prevented the completion of high school at correct times, occurred in this group of students. For data analysis, we divided the Trajectory Mapping and the interviews into two axes that deal with the possible points of interference in the students' trajectory. Thus, we investigated how external and internal factors possibly influenced the sample's trajectory in high school. Through the analysis of these processes, we verified relations that generate educational inequality in the school environment and in socioeconomic aspects. As main results we identified that there are external and internal factors influencing the context of José Alexandre High School, such factors are generators of school failure and potentially creators and/or amplifiers of age/grade distortion situation, which in turn becomes another factor of influence in a regular flow. Based on these findings, we seek to develop an Educational Action Plan so that the institution can mitigate the effects of distortion and promote improvements in the flow and academic performance of the institution.