Uma proposta de intervenção pedagógica para correção do fluxo escolar na Escola Estadual Júlia Bittencourt

Abstract

This research aimed to analyze the implementation of the School Flow Correction Program – Projeto Avançar, in the State School Julia Bittencourt, during the period of 2010 until 2013, in order to understand the aspects that have worked and those that may have hindered the development of this project and to propose action strategies that enable their effectiveness with a view to improving student learning. This study took place because the researcher is part of the teaching staff of the surveyed school and had started working with the Projeto Avançar classes where she noticed school dropout which increased the gap between age and year and hindered the students school flow. This case study was conducted by means of qualitative research, using semi-structured interview with the school management, teaching supervisor of the District Coordination of Education 04, the pedagogue of the night shift, 06 school teachers working with the Projeto Avançar – end year of elementary school and 02 teachers from the school, but who are not part of the project. The government of Amazonas state implemented in 2005, through the Department of Education, the School Flow Correction Program – Projeto Avançar, initially in 10 schools in the capital, with the aim of the school flow correction and reduction of the gap between age and year. Data analysis enabled the introduction of some considerations about the advances and barriers that happened at the time of the project implementation at the school, and they propose to the Coordination of Education 04 and to the Julia Bittencourt school, an Action Plan to contribute with the organization and intensification of actions that promote the achievement of the objectives of this project. For futher analysis, this reasearch is based on the study of Arellano (2012), Brooke (2013), Conde (2011), Lück (2004), Mainardes (2006), Polin (2013), (2012), Peregrino (2010), Poirier (2011), Prado (2000) among others. Through this study, it is expected that the CDE, the school management, teaching staff and teachers, who are involved in implementing this project, can take new approach and redirect actions to correct the school flow and reduction of the gap between age and year.