Distorção idade-ano: caminhos para minimizá-la na Escola Carmen Miranda – Tabatinga/AM

Abstract

The present study analyzes the problem of age-year distortion in the Carmem Miranda State School, located in the city of Tabatinga / AM, specifically in the classes of the Final Years of Elementary Education, in which 21% of students enrolled in the Institutions were with age-year lags, a situation that is repeated in later years. Therefore, there was a need to conduct research so that they could identify the causes of distortion that prevents students from advancing in their studies. In view of this, the question that led to this research is: what actions is the management of the state school Carmem Miranda developing to minimize the problem of age-year distortion in school? Thus, this study aims to identify and analyze the problem of age-year distortion and then propose an intervention plan so that school management can take action to minimize the problem in its classes of the Final Years of Teaching Fundamental. The specific objectives were: i) to describe the problems that impede students' progress in their studies; Ii) analyze the causes of age / year distortion in the Carmem Miranda State School; and iii) propose an intervention plan that proposes actions to correct the flow. This study used the qualitative methodology. Questionnaires were applied to students and parents. Interviews were conducted with the teachers and with the Pedagogical Support of the school. Documentary research was also conducted. In theoretical terms, this dissertation was based on the reflections of authors such as Prado (2000) and Brandão (2000). Also important were the weights of Tarocco Filho et al (2013), as well as those of Nunes et al (2014), which deal with issues of age-year distortion and correction of school flow. Still useful were Carvalho (2001) surveys on school performance statistics, and Gomes (2005) on School Desertion.