Desempenho escolar: desafios e possibilidades durante a transição entre os anos iniciais e finais do ensino fundamental no Colégio de Aplicação João XXIII

Abstract

The present dissertation is developed in the Professional Masters of the Center for Public Policy and Evaluation of the Federal University of Juiz de Fora (CAEd / UFJF). The case of a student being a student discusses the school transition between the initial and final years of elementary school at the John XXIII Application College, which has a significant number of disapprovals, especially in the 6th school year. One research is based on the works of authors like Mello, Mont'Alvão, Neubert, Silva, Hasenbalg, Tavares, among others. The original objective is the same as the intra and extracurricular variables that contribute to the increase of the reprobation in the 6th year of elementary school. In addition, we conducted a flow study at the school, assessing the impacts of school determinants during a transition in elementary school. We assume as a hypothesis for democratic access to the college is not constituted of equity strategies during the transition from the years started to the end of elementary school. Thus, the students are located in a less economic family context in the students with more difficulties of adaptation, culminating in the failures in the 6th school year. o do so, we use qualitative-quantitative research as a methodology through a case study. As data collection instruments, we used documentary analysis, bibliographical research, semistructured interviews with the coordinators of both segments, questionnaires with the parents of the students and the students of the 6th grade failed in 2017. The results found follow two established axes, namely: intra and extracurricular factors. Regarding intraschool factors, we conclude that the discontinuities of pedagogical practices make it difficult to adapt to the new segment. Regarding the main findings for extracurricular factors, we found that students with better performance are those with a higher family background, that is, students with higher socioeconomic and cultural capital. In this sense, the Plan of Educational Action was intended to equalize the educational possibilities in the College of Application of John XXIII, therefore, we suggest as a strategy for school improvement: continuing education aimed at promoting equity, developing emotional skills for students, meeting groups between family and school, stimulation laboratory, universalization project of the languages and presentation of the results of this study for the management.