Determinantes do abandono escolar em uma escola de ensino médio de Uberlândia - MG: um estudo de caso

Abstract

This dissertation is developed within the scope of the Professional Master's in Education Management and Evaluation at the Centro de Políticas Públicas e Avaliação da Educação of the Universidade Federal de Juiz de Fora (CAEd/UFJF). The management case under study addresses the decline in enrollment at Escola Estadual Bueno Brandão, located in Uberlândia – MG, from 2016 to 2024. Thus, it becomes necessary to critically examine the data on school transfers since 2016, seeking to understand the motivations that lead students to leave their original educational institutions. This analysis becomes even more relevant from 2020 onward, with the implementation of the Full-Time High School (EMTI). Although this model aims to increase the number of instructional hours and diversify the curriculum, it coincides with a worsening in dropout rates. The correlation between the adoption of this new model and the rise in school withdrawals calls for a critical investigation into the real impacts of EMTI on students' educational paths, especially those in contexts of social vulnerability. The main objective is to investigate the factors that contribute to the decline in enrollment and to propose actions aimed at ensuring student retention at Escola Estadual Bueno Brandão. The main objective is to propose actions that promote student retention and adjust the target audience to optimize the use of school space. The specific objectives contributing to the overall goal and problematizing the research question include: describing the enrollment decline process between 2016 and 2024; outlining the implementation process of professional education; analyzing the characteristics of the institution that contribute to dropout; and assessing the impacts of adopting full-time professional education. The study employs a case study methodology, using qualitative research with semi-structured interviews. It is supported by authors such as Lakatos & Marconi (1996; 2003), Gil (1999; 2010), Cervo and Bervian (2002), and André (2013). Additionally, the research seeks to relate the collected data to a literature review based on relevant educational scholars, including Brandão (2012), Cavaliere and Coelho (2009), Moehlecke (2012), Krawczyk (2013), Ciavatta and Ramos (2011), Ciavatta (2014), Kuenzer (2016), Peralva (1997), Silva (2022), Dayrell (2003), Abreu (2017), Moura (2007; 2013), Ramos and Silva (2020), Mendes (2013), Oliveira (2012), Silva and Hasenbalg (2000), Brandão, Pereira, and Dalt (2013), Castro and Tavares Júnior (2016), Silva and Hasenbalg (2002), Tavares Júnior, Santos, and Maciel (2017), Tavares Júnior, Mont'alvão, and Neubert (2015), Tavares Júnior and Costa (2018), Lücher and Dore (2011). Finally, an Educational Action Plan will be proposed, with intervention strategies to support students and enhance their retention in the school.