A distorção idade-série e as políticas públicas adotadas para a sua correção, no ensino fundamental, em escolas municipais de Belo Horizonte-Minas Gerais: Projeto Floração
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2017-03-06
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Apesar dos progressos ocorridos no Sistema Educativo brasileiro, nos últimos anos,
ainda há muitos desafios a superar, nomeadamente, o das elevadas taxas de distorção
idade-série dos alunos do segundo ciclo do Ensino Fundamental, refletindo-se
diretamente na eficiência e eficácia do sistema. Esta dissertação procurou identificar os
fatores que influenciam essas taxas e as suas consequências, apresentando os resultados
de um estudo avaliativo sobre a implementação do Projeto Floração – Programa de
Aceleração de Estudos de Belo Horizonte-MG, no período de 2009 a 2014. O programa
surgiu no contexto das discussões sobre as políticas públicas com o objetivo de corrigir
a distorção idade-série dos alunos dos anos finais do Ensino Fundamental das escolas
públicas municipais. Teve como objetivos centrais conhecer o Projeto Floração
proposto pela SMED, investigar o projeto político pedagógico do Projeto, as suas
linhas, diretrizes e opção política em termos de projeto de sociedade e de escola,
analisando em que aspetos este programa configura uma política de inclusão ou de
exclusão social e os seus objetivos relativamente à qualidade de aprendizagem e refletir
sobre se o aluno egresso consegue incluir-se na rede regular de ensino em termos da
qualidade de aprendizagem proposta pelo Programa.
A metodologia adotada foi a pesquisa exploratória, do tipo qualitativo, partindo
de uma pesquisa bibliográfica com fontes primárias (proposta pedagógica e curricular
do Programa de Aceleração de Estudos, documentos legais – leis e decretos) e
secundárias sobre a temática de Educação, insucesso escolar, distorção idade-série,
políticas públicas, incluindo leis, jornais, dados estatísticos e outros meios que
pudessem fundamentar o trabalho. Na SMED foram conduzidas entrevistas
semiestruturadas com participantes do Programa, desde pessoas que participaram
diretamente na sua implementação, a coordenadores e gestores que o acompanharam
nas escolas e tiveram a seu cargo as avaliações e estatísticas. Foram também feitas
entrevistas semiestruturadas a participantes do Programa fora da SMED, professores
que trabalharam diretamente com os alunos do Projeto e diretores de escolas
participantes do Programa.
A análise dos resultados revelou que o Projeto Floração, não obstante ter tido
resultados significativos, não conseguiu erradicar o problema da distorção na rede
municipal de ensino de Belo Horizonte-MG. Na rede regular de ensino, a distorção
ainda persiste em índices considerados elevados. Não há, de resto, pesquisas que
mostrem uma melhoria na qualidade do ensino com a implementação do projeto, e os
dados fornecidos pela SMED não ajudaram a esse diagnóstico. Não há avaliação da
qualidade de aprendizagem dos alunos certificados no Projeto Floração relativamente a
esses quatro anos, o que implica que, o ingresso destes alunos no Ensino Médio sem a
aprendizagem adequada, pode arrastar consigo a transferência do problema da distorção
idade-série para este nível de ensino. Os resultados apontam, também, para a
necessidade urgente de implementação de políticas públicas para evitar a distorção,
melhorando a qualidade do ensino e despertando, desde cedo, nos alunos, o interesse em aprender.
Despite the advances it has known in recent years, the Brazilian Educational System has still many challenges to meet, namely the high age-grade distortion rates among second cycle students of primary education, which reflects on the efficiency and effectiveness of the system. This study aimed at identifying both the factors influencing those rates and its consequences by presenting the results of an evaluation study on the Floração Project implementation between 2009 and 2014. The Floração Project is a literacy acceleration programme carried out in Belo Horizonte - Minas Gerais State that was created by SMED2 as a public policy to deal with the problem of the age-grade distortion in the final years of primary education in Brazilian municipal schools. The aim of this dissertation was to know the Floração Project by looking into its political and pedagogic project, guidelines, directives and political options as regards the society and school project underlying it in order to ascertain whether it represents a social inclusion or exclusion policy and reflect on the quality of the students’ learning. It also wished to verify whether the drop-out student is able to fit in the regular school network. The methodology used was the exploratory research of a qualitative nature departing from a bibliographic research divided into primary sources (Pedagogical Proposal and Syllabus of the Accelerated Literacy Programme and reference legal documents) and secondary sources on the topics of education, school failure, age-grade distortion and public policies, including laws, newspapers, and statistical data. In SMED, semi structured interviews were conducted with participants in the Programme, from those who participated directly in implementing it to coordinators and managers who followed it up in the schools and were in charge of statistics and evaluation. Other people who do not belong to SMED like teachers and school Head Masters were also interviewed. Results showed that despite some very significant outcomes, the programme did not eradicate the age-grade distortion problem in Belo Horizonte municipal school network whose rates are still very high. Furthermore, there are no studies which support the assumption that the quality of teaching has improved after the programme has been adopted and the SMED has not been able to provide data to that effect. The quality of the students’ learning during the four years the Floração Project lasted was not assessed, which means that instead of solving the problem, these public policies may well be postponing it and shifting it to a later level of education. Therefore, it is imperious that public policies be implemented to solve the age-grade level distortion, improving teaching quality and motivating students to want to learn from an early age.
Despite the advances it has known in recent years, the Brazilian Educational System has still many challenges to meet, namely the high age-grade distortion rates among second cycle students of primary education, which reflects on the efficiency and effectiveness of the system. This study aimed at identifying both the factors influencing those rates and its consequences by presenting the results of an evaluation study on the Floração Project implementation between 2009 and 2014. The Floração Project is a literacy acceleration programme carried out in Belo Horizonte - Minas Gerais State that was created by SMED2 as a public policy to deal with the problem of the age-grade distortion in the final years of primary education in Brazilian municipal schools. The aim of this dissertation was to know the Floração Project by looking into its political and pedagogic project, guidelines, directives and political options as regards the society and school project underlying it in order to ascertain whether it represents a social inclusion or exclusion policy and reflect on the quality of the students’ learning. It also wished to verify whether the drop-out student is able to fit in the regular school network. The methodology used was the exploratory research of a qualitative nature departing from a bibliographic research divided into primary sources (Pedagogical Proposal and Syllabus of the Accelerated Literacy Programme and reference legal documents) and secondary sources on the topics of education, school failure, age-grade distortion and public policies, including laws, newspapers, and statistical data. In SMED, semi structured interviews were conducted with participants in the Programme, from those who participated directly in implementing it to coordinators and managers who followed it up in the schools and were in charge of statistics and evaluation. Other people who do not belong to SMED like teachers and school Head Masters were also interviewed. Results showed that despite some very significant outcomes, the programme did not eradicate the age-grade distortion problem in Belo Horizonte municipal school network whose rates are still very high. Furthermore, there are no studies which support the assumption that the quality of teaching has improved after the programme has been adopted and the SMED has not been able to provide data to that effect. The quality of the students’ learning during the four years the Floração Project lasted was not assessed, which means that instead of solving the problem, these public policies may well be postponing it and shifting it to a later level of education. Therefore, it is imperious that public policies be implemented to solve the age-grade level distortion, improving teaching quality and motivating students to want to learn from an early age.
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Dissertação de Mestrado em Gestão
Palavras-chave
Sistema educativo , Belo Horizontes (Minas Gerais, Brasil) , Políticas públicas , Gestão da qualidade , Distorção idade-série , Projeto Floração