A implementação do projeto Reforço Escolar / CECIERJ em uma escola estadual de Japeri

Abstract

This study describes and analyzes the implementation process of the School Reinforcement Project in High School Education at a public school in the municipality of Japeri in 2012. It aims at solving the following question: what strategies should be adopted to expand the participation of the students in the project. As we are talking about offering an education that actually reaches the students and raises their academic performance, it is necessary to align the available resources so that they reach the target audience to make it more effective. The study begins in a school unit, identifying its strengths and weaknesses in order to draw leading educational activities for the School Reinforcement Project to achieve its goals. The work was divided in three chapters. The first one presents the educational setting of the State of the Rio de Janeiro, the profile of the student of the secondary education, the proposal of the project School Reinforcement and the reality of the school unit studied, as well as the Regional where is located. In the second chapter, we utilize two approaches: The first one consisted of analyze the teaching materials utilized in the classes of the project, in the groups of the 2º year of the secondary education (3º two-month period) and compare them with the abilities and competences of the Most minimum Curriculum of the same year of schooling and two-month period. Finally, we study the abilities that were charged ourselves articles of the Saerjinho, in the same period. In the second moment, was applied a questionnaire to the students, analyzed by the scale of Likert, with the purpose of ascertain the positioning of the students regarding the project. During the study carried out from the controlled facts, were utilized like theoretical yardstick the authors: Lino of Macedo (2007), Telma Weisz (2011), Celso Vasconcellos (1994/2002), Melchior (1998), Luckesi (2005) and Pierre Bourdieu, presented by Maria Alice Walnut and Cláudio Martins Walnut (2004). And, finally, in the third chapter was presented a plan of educational service with actions that are going to cure the critical situations identified.