...eu preferia dormir do que ir pra escola: um estudo quanti-quali sobre a reprovação na primeira série do Ensino Médio da rede estadual em Ribeirão das Neves, Minas Gerais

• Ano de defesa: 2015
• Autor(a) principal: Vanessa Lima Caldeira Franceschini
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Brasil; Desempenho escolar; Reprovação; Método quantitativo e qualitativo; Adolescente; Ensino médio; Educação Ribeirão da Neves (MG)
• Link de acesso: http://hdl.handle.net/1843/BUBD-A3NQX3

"...I´d rather sleep than go to school": a mixed method study of grade failure among eleventh graders in public schools in Ribeirão das Neves, Minas Gerais The objectives of this PhD dissertation are (1) to investigate the factors associated with grade failure among 15-19 year-old students who were enrolled in the eleventh grade in state level public schools in Ribeirão das Neves, MG, Brazil, using a mixed methods approach, and (2) to understand the reasons of school failure and how to change this situation, according to students and school counselors. Quantitative data come from the Youth Survey, conducted by Cedeplar/UFMG in 2008, combined with the School Census, carried out by the Census Bureau. Qualitative data were collected in 2014 eight focus groups with students and interviews with school counselors. The quantitative results show differences by sex. For male students, the factors that increase the chances of grade failure are (i) age 16-19 (compared to being 15 years-old), (ii) drinking, (iii) having a mother with 5 or more years of schooling, and (iv) having a non-Catholic mother. The protective factors for grade failure are (i) playing sports and (ii) evaluating own grades as average or good. For female students, the chance of grade failure is greater among those who (i) are 16 years-old, (ii) have failed in Elementary or Middle School, (iii) drink, and (iv) whose mother is non-Catholic or has no religion. The protective factors for females are (i) not having anyone who participate in their school lives, (ii) evaluating their own grades as good, (iii) being dissatisfied with themselves, and (iv) having a mother with 5-8 years of schooling (compared to 4 years). The focus group results show that the student who fails is typically male, black or brown, without religion, lives with his grandmother or grandfather, has brothers/sisters at home, his family does not participate in school life and his mother is Evangelical and has less than 8 years of schooling. This student attends public schools of poor or reasonable quality, his teachers are reasonable to bad and his colleagues exert bad influence on him. Therefore, he is a student of bad behavior and who does not mind failing. He plays soccer and dreams of being a soccer player or work in the world of crime/drug trafficking. The reasons for grade failure are, according to focus group participants, lack of student interest and family participation, work, pregnancy, and difficulty of transportation to and from school. In addition, they mentioned bullying, burnout, boring and bad classes, boring teachers and violence. According to the councelors, the reasons for grade failure include the attractions outside of the school, the age-grade distortion, and problems in the transition to high school. In order to reduce grade failure, focus group participants pointed out that that the schools should have better infrastructure and, at the same time, offer extra classes for those lagging behind. In addition, teachers should keep discipline and promote dynamic and interactive classes, including activities such as field trips. According to the councelors, the State should play a more important role, especially in terms of better wages for teachers. The schools should promote interaction between schools and parents, as well as develop projects and field trips. Sleeping over going to school suggests that being at school is not always worth it. The results of this dissertation indicate that the State, schools, families, and students must work together to help improve high school performance. Because the population of Ribeirão das Neves is a vulnerable one, both the State and the school must increase their presence. If the school is not a priority for the State, it will most likely not be a priority for students and their families either.