Ciclos de formação : desafios, limites e possibilidades na superação do fracasso escolar

• Ano de defesa: 2019
• Autor(a) principal: Farias, Flávia Bento
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Ciências Humanas e Sociais (ICHS) – Rondonópolis; UFMT CUR - Rondonopólis; Programa de Pós-Graduação em Educação - Rondonópolis
• Palavras-chave em Português: Educação; Resistência; Fracasso escolar; Ciclos de formação; Teoria crítica; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Education; Resistence; School failure; Formation cycles; Critical theory
• Link de acesso: http://ri.ufmt.br/handle/1/3145

This research seeks to comprehend how the educational policy composed of formation cycles (as theorized and developed) is getting implemented in practice by investigating its challenges, limits and possibilities and also its contribution to the efforts undertaken in regards to improving Public School performance in the city of Rondonópolis/MT. Moreover, the research seeks to comprehend the formation cycles educational policy via observation, interviews with teachers and reflections on the subject. With that in mind, the research also seeks to evaluate the effectiveness of the legally available resources and instruments aimed at pedagogical accompaniment and their aplicability on a given school's routine. Lastly, it also seeks to reflect, according to critical theory, the implications of formation cycles in overcoming school failure coupled with the possibility of an education against barbarism. In regards to method, it's a research of qualitative strategy that uses semi-rigid interviews as a tool for collecting data. This study was developed in José Antônio da Silva's City School, located in Rondonópolis/MT. The collected data was analized in accordance to Theodor W. Adorno's critical theory. The studies about school failure and formation cycles are based around the works on Education and School Psychology. As for the results gathered, it's possible to perceive several contradictions around the cycles policy and it was possible to understand its potentiality to face off against school failure, even if most of its challenges lies beyond school walls. We hope, based off the elements analyzed, that this research contributes to a reflection about educational policies in the city of Rondonópolis/MT.