A distorção idade-série no ensino médio da Escola Estadual Alfa no Município de Veredas/MG

Abstract

This dissertation was written in the Professional Master's Program in Management and Assessment of Public Education at the Center for Public Policies and Assessment of Education at the Federal University of Juiz de Fora (in Portuguese: CAEd/UFJF). The study examines a problem faced by the Alfa State School, in the city of Veredas (MG), which is the age-grade distortion in high school classes. In this context, the research aims to answer the following question: what actions can the management team of the Alfa State School develop to reduce the number of students in a situation of age-grade distortion? The general objective of the study is to identify and analyze the causes of age-grade distortion at the Alfa State School, and propose actions to reduce problems related to school flow. There are three specific objectives: i) to describe the management case, specifically the school flow at the Alfa State School; ii) to analyze the causes of age-grade distortion at the Alfa State School; and iii) to propose actions to reduce problems related to school flow and age-grade distortion at the Alfa State School. The theoretical framework of this study includes analyses by the following researchers: Tavares Júnior and Neubert (2017a; 2017b), Tavares Júnior (2018), Burgos (2020), Soares et al. (2015), and Mont’Alvão (2011), among others. The methodology used in this dissertation is social-qualitative, and data collection involved semi-structured interviews and questionnaires. The interviews were conducted with four teachers and one school specialist who work in the high school segment, and the questionnaires with high school students in age-grade distortion. The critical elements raised in the research were: Critical element 1 – Priority of quantitative assessment processes by teachers and Critical element 2 – Failures in active search. The study also proposes an Educational Action Plan (in Portuguese: PAE) to support the Alfa School in overcoming the challenges related to age-grade distortion. Finally, the study indicates, in its final considerations, gaps, difficulties, and challenges faced during the research process and offer suggestions to assist new research on the topic.