School dropout: : apprehensions and understandings in an adverse context

• Autor(a) principal: Oliveira, José Adelmo Menezes de
• Data de Publicação: 2021
• Outros Autores: Magrone, Eduardo
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Labor
• Texto Completo: http://www.periodicos.ufc.br/labor/article/view/72014
• topic: School Dropouts, Educational System, Public Policies, Adverse Times; School Dropouts; Educational System; Public Policies; Evasión escolar, Sistema educacional, Políticas públicas, Tiempos adversos.; Evasión escolar; Sistema educacional; Políticas públicas; evasão escolar; sistema educacional; políticas públicas; tempos adversos; Evasão escolar; Sistema educacional; Políticas Públicas

Dropping out of school is a phenomenon that affects all educational systems of the world, to a greater or lesser extent, and with the most devastating effects on students in the poorest locations. It implies a streak of inequality due to the lack of equity in the quality of school education. This paper aims to analyze the content of articles published between 2016 - 2021 about school dropouts in Brazilian scientific journals, verifying what they say about the notion(s) and alternative notes. Twelve articles from the EDUC@ portal were analyzed, given its uniqueness to other indexers of scientific journals available in Brazil. The publication period coincides with a crisis of multiple dimensions with direct and profound effects on school dropouts. There is a lack of consensus and a plurality of notions about school dropout that can be organized into two distinct currents, the managerial and the organic, configuring a dispute since the definition of an object of social research is never disinterested. Dropout and permanence are not just recurrent phenomena of one type of school or another, but categories that are produced by the relationships of social classes with the school system. Furthermore, in the works, there are intersecting possibilities for coping with dropout, leaving clear its magnitude and the necessary articulation between students, education professionals, and public administrators are given the development of more assertive public policies.