Desafios da permanência/evasão estudantil na escola em tempo integral: aproximações a partir do Programa Residência Pedagógica

Abstract

The Brazilian educational system, historically, went through constant debates and as a result of them different public policies emerged. The Government of the State of Ceará implemented the policy of vocational schools and full-time schools. Despite its recent application, the impacts caused by the implementation of these school models can already be dimensioned. Even though it is analyzed as an efficient option and yields good results, full-time education still does not include a large part of our students, and this is often due to the conflicting relation between the school model and our socioeconomic reality. Since 2015, the José Valdo Ribeiro Ramos High School, located in the district of Álvaro Wayne, in the city of Fortaleza-CE, has adopted the new full-time regular education system and, as a result, there was an increase in the number of transfers and evasions, in addition to a large reduction in the number of enrollments. This phenomenon affected in several ways the functioning of the school. The following work is a product of the experiences lived in the Programa Residência Pedagógica and was realized in the first half of the year 2019. Through the research, we sought to understand the causes of student deficit and dynamics generated from it, to evaluate policies to combat evasion and transfers, as well as strategies to attract new students and analyze their effectiveness. The methodology was based on documentary analysis, interviews and group conversation to establish a dialogue with the school community. Based on this, it was evidenced how the socioeconomic reality and the uncertainties of non-vocational full-time education regarding the job market negatively impact the number of enrollments. As a result of evasion, transfers and the low number of students enrolled, underutilization of spaces becomes a problem present in the school environment. Throughout the research we were able to understand these phenomena and highlight how the school deals with them and what strategies are used. Thus, despite the difficulties encountered in educational institutions, it was possible to understand that with a joint work among the subjects that are part of the school, one can optimize the school experience and make education meaningful for students.