Evasão escolar no ensino fundamental : a concepção de egressos do projovem urbano em Carmópolis/SE : um estudo de caso
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2012
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A presente pesquisa objetivou, a partir da percepção dos egressos do ProJovem Urbano, do Município de Carmópolis/Sergipe, compreender as razões que levam o aluno à evasão escolar, depois de aderir a um programa educacional. Tendo em atenção o objetivo desse trabalho, que era o de investigar a evasão em programas educacionais, a estratégia de pesquisa selecionada, foi o estudo de caso, exploratório e descritivo, com abordagem qualitativa. A coleta de dados constituiu-se de entrevistas semi estruturadas, realizadas com 20 egressos e 07 professores do programa educacional de governo, ProJovem Urbano, que teve início em abril de 2009 e encerramento em Outubro de 2010, realizado no Município de Carmópolis, Estado de Sergipe/Brasil. Os resultados obtidos permitiram apontar que fatores, enquadrados em três grandes categorias: contexto familiar, contexto social e contexto escolar concorreram para que o estudante interrompesse ou abandonasse sua vida acadêmica. Os dados coletados possibilitaram, também, considerações acerca do conceito de evasão e dos procedimentos utilizados para a investigação desse fenômeno. Buscou-se, em especial, oferecer subsídios para uma reflexão crítica, a respeito dos programas educacionais de governo, criados com o objetivo de facilitar e estimular o ingresso ou o retorno do indivíduo ao ambiente educacional, mas não são suficientes para amenizar as taxas de fracasso ou evasão escolar.
The present research aimed, from the perception of those who dropped out the educational program called ProJovem Urbano, in the city of Carmópolis/Sergipe, to understand the reasons that make a student, after joining an educational program, dropping it out. Bearing in mind the objective of the study, investigating the drop out in educational programs, the selected research strategy was the case study, exploratory and descriptive, with a qualitative approach. Data collection consisted of semi structured interviews with 20 dropouts and 07 teachers of the governmental educational program, ProJovem Urbano that began in April, 2009 and ended in October, 2010, of the Municipality of Carmópolis, State of Sergipe/Brazil. The results allowed to point out that, factors grouped in three broad categories: family background, social and educational contexts contributed to the student interrupted or abandon his academic life. The collected data also allowed considerations about the concept of drop out and the procedures used for researching on this phenomenon. It aimed, in particular, to provide support for a critical reflection about the governmental educational programs that are created to facilitate and encourage the enrollment or the return of the individual to the educational environment, but, otherwise, are not sufficient enough to mitigate the failure rates or the school drop out.
The present research aimed, from the perception of those who dropped out the educational program called ProJovem Urbano, in the city of Carmópolis/Sergipe, to understand the reasons that make a student, after joining an educational program, dropping it out. Bearing in mind the objective of the study, investigating the drop out in educational programs, the selected research strategy was the case study, exploratory and descriptive, with a qualitative approach. Data collection consisted of semi structured interviews with 20 dropouts and 07 teachers of the governmental educational program, ProJovem Urbano that began in April, 2009 and ended in October, 2010, of the Municipality of Carmópolis, State of Sergipe/Brazil. The results allowed to point out that, factors grouped in three broad categories: family background, social and educational contexts contributed to the student interrupted or abandon his academic life. The collected data also allowed considerations about the concept of drop out and the procedures used for researching on this phenomenon. It aimed, in particular, to provide support for a critical reflection about the governmental educational programs that are created to facilitate and encourage the enrollment or the return of the individual to the educational environment, but, otherwise, are not sufficient enough to mitigate the failure rates or the school drop out.
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Orientação: Alcina Manuela Oliveira Martins
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EDUCAÇÃO, ABANDONO ESCOLAR, FAMÍLIA, ESCOLAS, SOCIEDADE, POLÍTICA EDUCATIVA, EDUCATION, EDUCATIONAL POLICY, FAMILY, SCHOOL, SOCIETY, SCHOOL DROPOUT, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO