A reprovação e a evasão escolar na EEM Dona Luiza Timbó: uma análise sobre o fracasso escolar

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 presented sought to understand factors that contribute to school failure, focusing specifically on the analysis of this phenomenon at the Dona Luiza Timbó High School (EEM Dona Luiza Timbó), in the municipality of Tamboril, in the state of Ceará. In Brazil, in 2018, more than 16% of students enrolled in secondary education did not complete elementary education. In the state of Ceará, in the same year, 9.5% of students did not complete this stage of education, failing or having abandoned their studies. The EEM Dona Luiza Timbó, in that same year, reached 15.4% of school failure and dropout/dropout, with higher percentages than the state percentage. In this connection, the research sought to answer the following question: what strategies can be adopted to reduce school failure, reflected in dropout and failure at Dona Luiza Timbó High School? In order to obtain an answer to the question, the research aims to analyze the phenomenon of school failure considering dropout and failure and its causes in EEM Dona Luiza Timbó. And as specific objectives: i) describe the situation of school failure in the country and in the state, making a parallel with the situation of dropout in the researched school; ii) analyze the phenomenon of school failure considering school dropout and school failure; and iii) outline strategies for coping with school failure, drawing up an action plan to minimize the impacts of school dropout and failure. In order to carry out this analysis, a bibliographical research was carried out regarding researchers who have already dealt with school failure in their studies. Enrollment, passing, failing, dropping out, and grade-age distortion rates at national, state, and school levels were surveyed. For data surveys, focus groups were formed with students enrolled in the three grades of high school at the school, interviews were conducted with young people who had dropped out of school between 2015 and 2019, and questionnaires were applied to the school's teachers. From data analysis, we highlight three axes in which we list the related factors that impact school failure: I) Participation, attendance and appraisal: pedagogical practice far from the reality of students, assessment process only for classification, absence of more objective classes and non-inclusion of students in the teaching-learning process; II) Students who stopped attending: economic needs that lead the young person to enter the labor market, teenage pregnancy, school transport, student experiences in and out of school; and III) School Failure: pedagogical practice, absence of the family in school monitoring, lack of monitoring of students in carrying out activities and learning difficulties in relation to the previous grade. The proposed Educational Action Plan has five actions: developing the “Participating is Learning” Project through study workshops with students using the results of diagnostic assessments as a parameter; strengthen the Family-School relationship through welcoming meetings for all families; develop Project one on Education and Sexuality at School; develop the “Youth without drugs, happy family!” Project; and carry out ongoing training with teachers on innovative pedagogical practices.