Exclusão escolar, em tempos de pandemia, no Ensino Médio Profissionalizante em escola pública estadual de São Paulo(SP) - (2019-2022)

• Autor(a) principal: Gonçalves, Ângela Maria
• Data de Publicação: 2023
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://repositorio.pucsp.br/jspui/handle/handle/39354
• topic: CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO; Educação; Políticas públicas; Desigualdade e exclusão; Pandemia; Desafios curriculares; Education; Public policies; Inequality and exclusion; Pandemic; Curricular challenges

Brazilian society is characterized by the complexity of its socioeconomic structure in which the educational scenario is located, in particular Basic Education. Considering that Education is a constitutionally recognized social right, it becomes an emerging need for studies on specific issues, such as curricular parameters, projects and educational practices. School exclusion is one of the great challenges, as it requires scientific knowledge that allows for an understanding of this phenomenon and the repercussions that are manifested in educational spaces, in different dimensions, such as educational and institutional public policies and pedagogical practices. The sociocultural conditions of this context make students leave school for different reasons, which was accentuated in the pandemic moment when classes became remote and the absence of students was configured as a fact to be considered. In this scenario lies the objective of this research: to analyze school dropout in high school and vocational education, in the context of the Covid-19 pandemic, reflecting on its repercussions, including school exclusion, from the perspective of transforming this reality, based on a curriculum that allows the regular presence of the student in the classroom. The investigation of qualitative approach had as methodological procedures the bibliographical research and documental analysis, aiming to base the interpretations of the singularities of the object of study of this Dissertation. The theoretical framework used is based on authors and their reflections on education and critical curriculum, such as: Edgar Morin, Lourdes Possani, Michael Apple, Milton Santos, Paulo Freire. This research aims to contribute to the reconception of public policies and educational processes where school dropout and social exclusion occur, with a view to achieving an emancipating and humanizing education