O poder público estatal e políticas educacionais de correção do fluxo escolar no município da Serra-ES

• Autor(a) principal: Carvalho, Elaine de
• Data de Publicação: 2017
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Espírito Santo (riUfes)
• Texto Completo: http://repositorio.ufes.br/handle/10/8612
• topic: Educational policies; Correction of the school flow; School failure; Public policies; Políticas educacionais; Correção do fluxo escolar; Educação; Fracasso escolar; Políticas públicas - Serra (ES) - Educação; 37

This project aims the analysis of the educational policies prompted in the city of Serra, in Espírito Santo, Brazil (from 2011 to 2015) that have focused the issue of the age-series-year gap in the local educational system. Besides that, it also seeks to identify aspects related to the conceptions of the individuals involved in the problem, regarding quality in education, the right to education, conceptions about the State, "school failure" and the school processes in place. In order to do that, the theoretical approach of this study occurs through Norbert Elias' figurative sociology and his understanding of the interdependence relations configured among individuals in different situations. The research took place in two stages: the first, of exploratory nature, and the second of descriptive analytical nature. As the methodological procedure for data collection, we have the analysis of documents and 24 semi-structured interviews, conducted with officials of the Education Department of the city, school principals, coordinators, pedagogues, families and students in situations of school age-seriesyear gap. It was concluded that, in the last years, in the city of Serra, there was no systematized policy that centralized and "confronted" the educational problems focusing the students repeating a grade or year, nor the prevention of school failure or course interruptions, as well as the students already facing the school age-series-year gap. However, it is also noticeable that many actions are done in the municipality focusing on this theme, but always in a "pulverized" way in school units and, often, disconnected from other social and educational issues. Thus, for the interviewees, the success or failure of the student would be the result of a set of particular actions: between that "interested" and "uninterested" student, between that "committed" and the "uncommitted" teacher, between that family that participates and the other one living "tragedies marked by poverty and violence". These perceptions particularize individuals and their actions, tending to dissociate individuals from the society. This research also points to the necessity to think and manage broader public policies that do not confine themselves to thinking social problems in a fragmented way. Part of the interviewees points out the need of intersectoral policies.