A permanência dos alunos do ensino médio noturno na educação de jovens e adultos e ensino regular: o caso da escola aprendiz

Abstract

This dissertation is developed within the scope of the Professional Master's Degree in Education Management and Assessment (PPGP) at the Center for Public Policies and Education Assessment at the Federal University of Juiz de Fora (CAEd/UFJF). It discusses and analyzes data related to students who stop attending regular evening high school and Youth and Adult Education presented by School Aprendiz, located in a municipality in the interior of Minas, Minas Gerais. On another front, it designs the measures adopted by the Institution to mitigate this problem. The research has as its central focus the permanence of students in the night shift at School Aprendiz (Youth and Adult Education and Regular Education) and starts from the following question: what factors make it difficult for high school students to remain in Youth and Adult Education and Teaching Regular on the night shift at School Aprendiz? The general objective is to understand and analyze the factors that lead evening, regular and EJA high school students from School Aprendiz to stop attending school. As specific objectives, the following stand out: a) Describe the School Aprendiz, the object of the research, seeking to understand the specificities of the school, the educational actors, the students and their dropout and dropout rates during the night shift; b) analyze the intra- and extra-school factors that may affect the student's abandonment and dropout process; c) propose alternatives to school management that aim to promote the student’s permanence at school. The study, with a quantitative and qualitative approach, used as methodological instruments, analysis of data from the Institution in comparison with indices at state and federal level, and is also based on theoretical references that focus on the issue of school dropout and dropout. In order to analyze this problem of the Institution, it was decided to apply semi-structured interviews for managers, a questionnaire for frequent students, dropouts and night school teachers involved in the process. This effort was important. The data generated by the second stage of the field research demonstrated that some problems, such as: educational practices not aimed at this nocturnal audience, lack of a listening network, entry times incompatible with working students and the presence Massive violence in the school context is perennial in the location analyzed and contributes to students stopping attending. Finally, after analyzing these findings, an Educational Action Plan (PAE) was developed that covered the main problems perceived and that contribute to the non-permanence of regular night E.M. and EJA students at the educational institution analyzed. In this way, the following strategies were thought of: project “readjusting the views on the practices of night E.M. and EJA”, “presentation of research results to the management team and other actors, monitoring the school trajectory of students with a history of evasion and abandonment, readjustment of schedules, “sensitive listening” program and integration between school and other public bodies.