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Fatores determinantes para o sucesso educacional no ensino médio no Brasil. Estudo de caso numa instituição pública federal
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Authors
Advisor(s)
Abstract(s)
Entender os principais fatores que contribuem para o insucesso educacional
nas trajetórias escolares é fundamental para a promoção de uma educação
emancipatória, redutora de desigualdades sociais e promotora de oportunidades.
Este tema é relevante para o Brasil, visto que o país possui altas taxas de reprovação
e abandono escolar, sobretudo no primeiro ano do ensino médio. Realizamos aqui
um estudo de caso, com o objetivo de identificar os principais fatores de insucesso
educacional em uma instituição de ensino brasileira que oferece ensino profissional
associado ao ensino médio. Para isso, realizámos entrevistas semiestruturadas a
alunos/as aprovados e reprovados no primeiro ano do ensino médio, além de
entrevistamos o coordenador de curso dessa instituição. Os resultados apontam que
fatores (1) socioeconômicos e (3) escolares/institucionais locais são os que mais
influenciaram as trajetórias dos estudantes no estudo de caso. De entre os
entrevistados, não houve casos de aprovação em famílias com renda familiar muito
baixa e não houve casos de reprovação em famílias com renda familiar mais alta. A
renda ainda influenciou a decisão familiar de pagar reforço escolar a seus filhos e
ainda influenciou decisões de prosseguimento de estudos rumo ao ensino superior.
Em termos escolares/institucionais, todos os alunos relataram dificuldades de
gerenciamento do tempo por conta do volume de matérias em escolas politécnicas.
Relataram ainda problemas de excesso de conteúdo e dificuldades em estar nos
atendimentos a alunos com dificuldade, por estes se concentrarem apenas em dois
dias na semana. Como proposta de intervenção, são sugeridos um melhor
acompanhamento dos alunos com menor poder aquisitivo em momentos iniciais e
mais ações em sala de aula para o desenvolvimento e consecução de atividades,
propiciando mais tempo fora de dela para estudo e plantões de dúvidas.
Understanding the main factors of educational failure in school trajectories is fundamental for the promotion of an emancipatory education, reducing social inequalities and promoting educational opportunities. In Brazil, this topic is of extreme importance since it has a strong social inequality and has one of the highest failure and dropout rates in the world. We carry out a case study, aiming to identify the main determinants of educational failure in a Brazilian educational institution that offers professional (vocational) education associated with high school. For this, we carried out semi-structured interviews with students who passed or failed in the first year of high school at this school (and with the course coordinator), seeking which factors most contributed to school failure. The results show that, of all failure factors, (1) socioeconomic and (3) school/institutional factors are those that most influenced students’ trajectories in the case study. Among them, there were no cases of approval in families with very low family income and there were no cases of failure in families with higher family income. Family income also influenced the parents' decision to pay extra tuition and to progress their children to college. In school/institutional terms, all students reported time management difficulties due to the volume of school subjects throughout the year. They reported problems with the accumulation of content and difficulties to clear their doubts in tutoring programs, as they are concentrated on only two days a week. As an intervention proposal, better monitoring the trajectory of students with low family income since their beginning at this school and more actions in the classroom for the development and achievement of activities are suggested, providing more time outside the classroom for study and to attend tutoring programs.
Understanding the main factors of educational failure in school trajectories is fundamental for the promotion of an emancipatory education, reducing social inequalities and promoting educational opportunities. In Brazil, this topic is of extreme importance since it has a strong social inequality and has one of the highest failure and dropout rates in the world. We carry out a case study, aiming to identify the main determinants of educational failure in a Brazilian educational institution that offers professional (vocational) education associated with high school. For this, we carried out semi-structured interviews with students who passed or failed in the first year of high school at this school (and with the course coordinator), seeking which factors most contributed to school failure. The results show that, of all failure factors, (1) socioeconomic and (3) school/institutional factors are those that most influenced students’ trajectories in the case study. Among them, there were no cases of approval in families with very low family income and there were no cases of failure in families with higher family income. Family income also influenced the parents' decision to pay extra tuition and to progress their children to college. In school/institutional terms, all students reported time management difficulties due to the volume of school subjects throughout the year. They reported problems with the accumulation of content and difficulties to clear their doubts in tutoring programs, as they are concentrated on only two days a week. As an intervention proposal, better monitoring the trajectory of students with low family income since their beginning at this school and more actions in the classroom for the development and achievement of activities are suggested, providing more time outside the classroom for study and to attend tutoring programs.
Description
Mestrado em Ciências da Educação/Administração Educacional
Keywords
sucesso educativo equidade de oportunidades ensino profissional school failure permanence and success equality of opportunities Federal Institute