A evasão escolar no ensino médio integrado no contexto da escola de ensino técnico do estado do Pará

Abstract

The study presented here sought to identify what factors have led students from the Integrated Technical High School at a school in Itaituba-PA to drop out of school, based on reports from students, teachers, and the management team. School dropout is a phenomenon that has historically been present in the daily life of schools, resulting from various causes such as hunger, lack of affinity with the pedagogical proposal of the school and the course, lack of family structure, social inequality, among other factors that cause this problem in educational institutions in the country. The study shed light on issues related to school dropout and its causes, which have already been addressed in works such as Dore and Lüscher (2011); Bordini (2011); Karasinski (2019); Pereira (2003); Pereira (2019), among others cited in the theoretical basis. Faced with this mishap that afflicts education professionals, we set out with the following research problem: What factors have led to students dropping out of Integrated Technical High School at a school in Itaituba-PA, from the standpoint of the students who dropped out, teachers and the school's management team? As for the specific objectives, we established the following: 1) To identify in the literature possible reasons for dropout in technical high school courses in the Amazon context; 2) To verify possible actions to tackle dropout developed within the scope of the Integrated Technical High School in a public school in Itaituba-PA; 3) To develop pedagogical material that can contribute to minimizing dropout in Integrated High School, taking as reference the reports of dropout students, teachers, and the management team. The methodological approach is based on qualitative case study research. Data was collected through semi-structured interviews, document analysis, and direct observation. For data analysis, we followed the Spiral proposed by Creswell (2014). The research was carried out with students who had dropped out of the secondary technical course in Agriculture at the aforementioned school, teachers, and the management team. It was found that social vulnerability is the main motivating factor for dropping out, considering the need for work to help support the family. There is also no consensus on the concept of dropout, either among the students or the management team. Actions to deal with dropout are local and left to the discretion of each school and, although they exist, they are little applied. Based on the reports of the research participants, a study guide was produced as an educational product to guide education professionals in tackling school dropout, providing support for school managers, educators, and teachers in actions to accompany students in preventing school dropout. We hope that the results presented here will help to ensure that the right to education, guaranteed by the Constitution, is realized for all and that they will inspire other studies to help understand school dropout