A infrequência como fator que influencia a aprendizagem de alunos na zona rural: o caso da Escola Estadual Padre José Epifânio Gonçalves

Abstract

This research is a dissertation developed within the scope of the Professional Master's Degree in Management and Assessment of Public Education (PPGP), at the Federal University of Juiz de Fora (UFJF). The management case seeks answers to the following question: how can the Padre José Epifânio Gonçalves State School ensure access to the missing content for students in rural areas?, since lack of attendance, especially of students from rural areas, is a challenge faced by the institution, which despite being based in the urban center is a rural school, as more than fifty percent of its students live in rural areas. The general objective of this work is to analyze how access to learning can be guaranteed to the infrequent students of the aforementioned institution. The specific objectives of the research are: to describe the Padre José Epifânio Gonçalves State School and its context of Rural Education, as well as the lack of attendance of students from rural areas throughout the school year; to analyze which factors affect the learning of students at the Padre José Epifânio Gonçalves State School and to propose strategies consistent with Rural Education that help to restore the learning of infrequent students throughout the school year. The methodology adopted is qualitative in nature, consisting of different stages, such as documentary research, bibliographic research and data collection through semistructured interviews. For theoretical support, topics such as learning, the struggle of peasants for the right to education, and the curriculum that addresses the specificities of rural people were addressed, among others, through the contributions of the following authors: Arroyo (2006), Freire (2019), Lima (2008 and 2013), Christóffoli (2006), Batista and Euclides (2020), Ribeiro (2010), Pimentel (2007), Santos (2009), Pereira and Werlang (2021), Díaz (2011), Tabile and Jacometo (2017), Godoy and Ferrari (2011), between others. The research indicates that lack of attendance is the main factor that influences learning in the school studied and the PAE presents the following proposals: teacher training, changes to the school calendar, interdisciplinary projects and a repository of activities.