Reflexões sobre o fluxo escolar no Ensino Médio: o caso da Escola Estadual Presidente Tancredo neves

Abstract

This dissertation was developed under the Program of Professional Postgraduate in Management and Evaluation of Education (PPGP) of the Public Policies Center and Education Evaluation of the Federal University of Juiz de Fora (CAEd / UFJF). The studied management case analyzed the factors related to the problems of school flow in the Presidente Tancredo Neves State School, Carmópolis de Minas State, under the perception of several school actors, these being the students, teachers and managers. The purpose of this study was to investigate and understand the factors that cause retention and dropout, as well as to analyze the influence of the specificities present in the investigated school in the problems of flow, and propose a plan of action to minimize it. For this understanding, a contextualization of the evolution of Brazilian high school and its insistent and problematic duality was carried out. For the investigation procedure, the bibliographical research and the field research were adopted. As research techniques, it was used a semi-structured interview, with the director and the former director of the school, and a focus groups composed by school members. The analysis of the research data was produced in the light of relevant authors in the educational field, such as Heloísa Luck (1998; 2009), Juarez Tarcísio Dayrell (1996; 2009), Ruben Klein (2006), Paulo César Rodrigues Carrano (2016), Acácia Zeneida Kuenzer (1989), Sabrina Moehlecke (2012), Nora Rut Krawczyk (2009; 2011), José Carlos Libaneo (2016)among others. It is worth mentioning the production of an Educational Action Plan, which includes the elaboration of intervention proposals to be conducted by the school management, aiming at minimizing dropout and dropping out of school. The actions were designed, based on the needs to create a project to welcome the novice students in school, to rescue the parents’ participation in school life, to rethink pedagogical and evaluative practice and to stimulate youth protagonism.