Aprovação e permanência: desafios da gestão em uma escola estadual de Juiz de Fora

Abstract

This study was conducted within the framework of the Professional Master’s Program in Management and Evaluation of Public Education (PPGP), linked to the Center for Public Policies and Education Evaluation at the Federal University of Juiz de Fora (CAEd/UFJF). The research focused on analyzing strategies that the management of Delfim Moreira State School (EEDM) can adopt to improve the approval and retention rates of high school students. The specific objectives include describing data related to approval, failure, dropout, and student transfers at EEDM, as well as identifying measures implemented by the state of Minas Gerais and the school itself to address these issues. The research began by defining the problem: the high failure rate in the school’s high school segment. A broader data collection on high school education in Brazil—with an emphasis on Minas Gerais and EEDM—was carried out to identify possible actions that school management could implement to improve approval and retention indicators. At EEDM, approximately 640 students enroll annually. In 2022, the New High School model was introduced, followed by the Full-Time High School program in 2023. Data from 2016 to 2023 on approval, failure, dropout, and transfers were analyzed, revealing approval rates below 70% in 2017, 2018, 2019, and 2022. The fieldwork included questionnaires administered to students and semi-structured interviews with school staff. The results showed that both students and their guardians have doubts about the structure and goals of the Full-Time High School curriculum and how it contributes to student success. The study highlighted the need for greater teacher engagement in dynamic, interdisciplinary projects and the importance of school leadership that listens to students and encourages active family participation. The fourth chapter presents an action plan to address the challenges identified in the research. Proposed measures include regular meetings among school management, supervision, and teachers; monitoring the reasons for student transfers; fostering student agency; and inviting families to play a more active role in school life.