A implementação do programa de recuperação paralela e seus efeitos sobre o desempenho dos alunos no contexto da EMEIEF Rural Flor do Campo

Abstract

The present study aims to analyze the implementation of the Recovery Program Parallel, between the years 2009 and 2012 in two rural elementary schools Teaching I, being linked to each other, located in the city of Limeira, São Paulo state. The purpose of this program is to recover the gap of student learning, avoiding both the automatic promotion without the effective acquisition of desirable each year of schooling knowledge, as to fail at the end of cycles, thus becoming an important strategy to overcome the challenges education related to school failure. To this end, it was necessary to check the action of the actors involved in the practice, identify the factors related to management are configured as barriers to program, as it relates to the lawful recovery of quality of student performance, and to investigate the effects on performance . The intention, from the information investigated, was to draft a proposal for intervention for improvement and monitoring program in their school units in order to improve the recovery of the learning process, since the results of external evaluations show a decline in the years surveyed. The methodological framework for data collection was based on qualitative and quantitative approach, standard-setters and regulators official documents relating to Parallel Recovery Program, as well as intra school records being used. The research tools used questionnaires to teachers of regular classes and semi-structured interviews with the teacher of the class of parallel recovery, teacher pedagogical coordinator and deputy director were used. The theoretical basis of this study's main authors Heloise Luck and Thelma Polon, addressing the theme of management actions related to monitoring of student performance, and DaniloGandin Araujo that depict the importance of participatory planning, aiming to collaborative work. Still, studies Alarcão Isabel and Jose Carlos Libâneo in what relates to the inserted continuing education in the school context were used. The research result showed that the actions of the actors involved, especially the school manager, points to the lack of organized planning in a participatory way, from the perspective of collaborative culture and the absence of effective monitoring of student performance and actions of continuing education within the context school, which requires development of actions to reverse the situation identified and could improve the efficiency and effectiveness of the Recovery Program Parallel.