Evolução longitudinal do movimento do rendimento escolar (MRE) do ensino médio, período 2012-2014

• Autor(a) principal: Santos, Francesca Danielle Gurgel dos
• Data de Publicação: 2016
• Outros Autores: Ciasca, Maria Isabel Filgueiras Lima, Rodrigues, Lídia Azevedo de Menezes, Sousa, Ana Cléa Gomes de
• Tipo de documento: Artigo de conferência
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Ceará (UFC)
• Texto Completo: http://www.repositorio.ufc.br/handle/riufc/36231
• topic: Avaliação da aprendizagem; Movimento do rendimento escolar; Ensino médio; Learning evaluation; School performance movement; High school

The following paper, part of a research on a doctorate in Education made by the Federal University of Ceará (UFC), aims to analyze the longitudinal evolution of the same group of students using the School Performance Movement (MRE) as an internal indicator of regular public high schools of 10th CREDE, in the period between 2012 and 2014. The methodological procedures include a mixed approach (quantitative and qualitative) research; documental research, needed to gather the MRE results per school unit; and bibliographical, which subsided the theoretical foundation of the research, focusing on authors Worthen, Sanders and Fitzpatrick (2004), Vianna (2000), Tyler (1976) and Schargel and Smink (2002). The sample was composed of 20 regular high schools distributed among 13 cities of the State of Ceará, and in these the same group of students was longitudinally accompanied during the three years, analyzing the rates of notes under and over the expected grades, as well as evasion. The data was collected through an instrument developed in a sheet on Excel software (2013 version). The consolidation of the school performance flow with a percentage calculation though the instrument enabled an analysis of the positive or negative growth between school years. As a result of research the study highlighted the 1st year of high school as decisive for the permanence of students at school, considering the MRE has critical rates of unsatisfactory grades and abandonment in a great number of the studied schools; the high grades indicator does not reflect the quality of students’ learning.