A expressão do fracasso escolar no ensino técnico integrado do Instituto Federal de São Paulo (IFSP): das estatísticas ao projeto político pedagógico (2008-2013)

• Ano de defesa: 2022
• Autor(a) principal: Luciano, Francisco Veríssimo
• Orientador(a): Chiozzini, Daniel Ferraz
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação: História, Política, Sociedade
• Departamento: Faculdade de Educação
• País: Brasil
• Palavras-chave em Português: Educação técnica profissional; Instituto Federal de São Paulo; Cultura escolar; Fracasso escolar; Evasão escolar
• Palavras-chave em Inglês: Professional technical education; Instituto Federal de São Paulo; School culture; School failure; Dropout
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO
• Link de acesso: https://repositorio.pucsp.br/jspui/handle/handle/26094

The expansion of education under the federal government, the resizing of its institutional objectives and the reorientation of policies for professional and technological education have occurred markedly since 2004, generating consequences such as the expansion of access and diversity of the student body, but accompanied by high rates of dropout and retention. This paper investigates, from a socio-historical perspective, how the Instituto Federal de Educação, Ciência e Tecnologia de São Paulo (IFSP) - São Paulo Campus, has considered, in formulating its educational proposal, the data that express situations of school failure, especially school retention and dropout. The sources used are, firstly, statistical data that express such problems within the Rede Federal de Educação Profissional e Tecnológica (RFEPT), specifically in IFSP, located in the statistical database of information systems of the Federal Government linked to the Secretaria de Educação Profissional e Tecnológica (SETEC). In the second instance, documents that express the pedagogical-political project of the institution. For this purpose, the analyses (quantitative and qualitative) and interpretations of the documental sources will be guided by authors who discuss historically the themes of School Retention, School Failure and Evasion, as Pierre Bourdieu, Bernard Charlot and Maria Helena Souza Patto, and authors who use the concept of School Culture, as Peter Burke and Jean Claude Forquin