O baixo percentual de conclusão das etapas da educação básica: o caso do Centro Estadual de Educação Continuada de Itamarandiba

Abstract

This work was developed in the Professional Master in Management and Education Assessment (PPGP) of the Center for Public Policy and Federal University of Education Evaluation of Juiz de Fora (CAED/UFJF). The main objective of the case study was to understand the extra and intraschool factors that contributed to the fact that students who enrolled in the State Continuing Education Center - Cesec of Itamarandiba, from 2014 to 2016, did not continue their studies. Interest in the subject began due to the fact that, during the academic years, an approximate amount of 37.0% of the total number of students enrolled did not give continuity to the studies. In order to carry out the research, the extra and intraschool factors that lead to the discontinuation in the EJA were presented, from the perspective of authors that approach this subject and afterwards a qualitative field survey was carried out, having as a data collection instrument a questionnaire addressed to the teachers, to the Specialist and to the students who did not continue their studies in the years 2014 to 2016. The results obtained demonstrated, in accordance with the theoretical framework used, that there are external and internal factors that contribute to the discontinuity. The most pointed factors were lack of time to study, fatigue, excessive work and pregnancy (extracurricular); pedagogical material and methodology used, curriculum that does not meet the specificities and needs of the students and the profile of the teachers who work in this type of teaching (in-school). These factors were pointed out by both educators and students, thus demonstrating that all participants have similar perceptions about the subject matter. Through the obtained data, an Educational Action Plan (PAE) was elaborated, whose objective is to propose actions that minimize this problem related to the discontinuity of the studies. Among the actions proposed in this intervention instrument are the monitoring of student attendance, restructuring of didactic-pedagogical material, investment in the teacher / student relationship through training and the provision of mini-courses, workshops and lectures related to the labor market.