Possíveis influências dos projetos de intervenção realizados na Escola Estadual Antônio Martins do Espírito Santo nas taxas de abandono do ensino médio

Abstract

The present dissertation is developed under the Professional Master in Management and Evaluation of Education (PPGP) of the Center for Public Policies and Education Evaluation of the Federal University of Juiz de Fora (CAEd / UFJF). The management case studied analyzes the possible influences of intervention projects in high school at the Antônio Martins State School of Espírito Santo, in the city of Nova Serrana, in the western territory of Minas Gerais. With this work, we intend to relate the possible contributions of the pedagogical projects developed in the public schools to the permanence of the students in the school. We assume as hypothesis that the projects of pedagogical intervention implemented in the period from 2012 to 2015 may have had a positive influence on the dropout rates in the school in question. Thus, this study aims to investigate, from the improvement of the data, to what extent the pedagogical interventions, contributed to the reduction of drop-out in high school in the AMES in the period from 2012 to 2015. For that, theoretical references were raised with studies on the challenges and causes of school drop-out, taking into account intrinsic and extrinsic aspects involving young people, observing the following authors: Alves and Hermont (2012), Bourdieu (1998), Carrano and Dayrell (2014), Finn ), Grilo and Maciel (2012), Krawczyk (2009, 2011), Neri (2009), Soares et al. (2015), Sposito and Galvão (2004) and the UNICEF Report (2014) - Ten challenges of guarantee the right to learn from 15 to 17 year olds. Faced with such reflections were constructed semistructured questionnaires that were applied to four groups of respondents: (1) students who never left school, (2) students who dropped out and returned to school, (3) students who left and did not return, and 4) teachers. From the analysis of the results, it was observed that the majority of the students of all the groups is formed by workers, which makes them, potentially, more vulnerable to the abandonment. The analysis also drew attention to the school work that had been done, since it did not have an objectivity and did not demonstrate its intentionality regarding the intervention in school dropout. In view of the research findings, the Educational Action Plan proposes that the abandonment be openly discussed with all the subjects involved in the teaching and learning process, so that the school assumes its place as an important space in the students' lives, seeking means of make the participation of young people in school more conscious and meaningful, as well as the work of the manager and teachers more mature and better planned.