Evasão no Ensino Médio integrado: percepções de alunos que abandonaram a escola

• Ano de defesa: 2020
• Autor(a) principal: Evangelista, Márcio de Paula
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Cidade de São Paulo; Brasil; Pós-Graduação; Programa de Pós-Graduação Mestrado em Formação de Gestores Educacionais; UNICID
• Palavras-chave em Português: Ensino Médio integrado; Evasão escolar; Educação pública; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.cruzeirodosul.edu.br/handle/123456789/2200

This work aims to present the students' perspective on the reasons that led them to abandon High School with integrated Technical Education (Etim) of a State Technical School (Etec) in the city of São Paulo. The research respondents are dropout students from the courses in Management, Electronics, Logistics, Secretariat and Workplace Safety, in the 2015/2019 period. As a research approach, the qualitative methodological procedure was adopted (GATTI, 2012; BOGDAN; BIRKLEIN, 1994). Bibliographic research and information collection were carried out through an open- and-closed-question electronic questionnaire. The dissertation begins with a literature review, incorporating the complexity that involves education and the phenomenon of school dropout, as analyzed by Abramovay and Castro (2003), Dore and Luscher (2011), Figueiredo and Salles (2017), Patto (2007), Paula (2009), Santos (2018), Silva, Pelissari e Staimbach (2013) and Sposati (2000). These authors point to data that permeate the dropout phenomenon such as intra-school factors – infrastructure, school grounds and school processes & practices –, as well as extra-school factors – change of residence, employment, loss of interest, among others. Below, the context of integrated high school is presented briefly, highlighting Yokota (2015); Moraes and Kuller, (2016) and milestones of educational legislation. After that, based on categories of analysis and interpretation (GIL, 2002), the research results are presented with possible reasons for school dropout from the viewpoint of dropout students. In the study, 111 dropouts were contacted, of whom eleven answered the questionnaire. The main findings of the research are: a) 64% of the respondent students dropped out in the 1st grade, between February and August; b) high school hours, bullying and financial difficulties were listed as reasons. The thesis ends with a proposal for action to be taken by school management with students who show signs of dropping out, such as excessive absences and / or poor school performance, as a preventive tool for school dropout.