Transição escolar: desafios do acesso e permanência no Distrito Federal
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Data
2022-04-29
Autores
Krominski, Vanessa de Jesus [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
Este estudo teve como objetivo analisar o processo de transição escolar de estudantes, do ponto de vista do direito à educação e sua influência na compreensão das juventudes contemporâneas dentro do contexto da educação pública do Distrito Federal, com foco nos anos de 2010 a 2019. Foi realizado um estudo de caso, dados oficiais disponíveis na Diretoria de Informações Educacionais da Secretaria de Educação do Distrito Federal, no qual ressaltouse a transição escolar do Ensino Fundamental para o Ensino Médio, pontuandose os percentuais de acesso e permanência entre os anos finais de cada uma das etapas, tendo se destacado a transição entre elas como o momento merecedor de um olhar mais atento, quando comparado com o restante do Ensino Médio. Especial atenção foi dada ao enfrentamento das rupturas no processo educativo e da evasão escolar, bem como às ações políticas de acessibilidade e permanência na Educação. Os principais resultados indicaram que o panorama histórico das rupturas nas transições escolares persiste na contemporaneidade, com maior índice no 1º ano do Ensino Médio, e que o acesso e a permanência são a base para dar sustentação às transições escolares. Desta forma, conclui-se que, para que ocorra o movimento de continuidade nas transições escolares, são necessários investimentos teóricos e metodológicos para resolver as rupturas no contexto do acesso e permanência escolar, viabilizando-se transições contínuas entre etapas de ensino. O estudo indica a necessidade do posicionamento das políticas públicas educacionais, por meio de acompanhamento sistemático, para além da culpabilização do estudante ou da escola, com um olhar para o sistema educacional como um todo.
This study aimed to analyze the school transition process of students, from the point of view of the right to education and its influence on the understanding of contemporary youth within the context of public education in the Federal District, focusing on the years 2010 to 2019. A case study was carried out, official data available at the Educational Information Directorate of the Federal District Education Department, in which the school transition from Elementary School to High School was highlighted, punctuating the percentages of access and permanence between the final years of each of the stages, with the transition between them being highlighted as the moment worthy of a closer look, when compared to the rest of High School. Special attention was given to dealing with disruptions in the educational process and school dropout, as well as political actions for accessibility and permanence in Education. The main results indicated that the historical panorama of disruptions in school transitions persists in contemporary times, with a higher rate in the 1st year of high school, and that access and permanence are the basis for supporting school transitions. In this way, it is concluded that, for the continuity movement to occur in school transitions, theoretical and methodological investments are necessary to resolve the ruptures in the context of school access and permanence, enabling continuous transitions between teaching stages. The study indicates the need for the positioning of public educational policies, through systematic monitoring, beyond the blaming of the student or the school, with a look at the entire educational system.
This study aimed to analyze the school transition process of students, from the point of view of the right to education and its influence on the understanding of contemporary youth within the context of public education in the Federal District, focusing on the years 2010 to 2019. A case study was carried out, official data available at the Educational Information Directorate of the Federal District Education Department, in which the school transition from Elementary School to High School was highlighted, punctuating the percentages of access and permanence between the final years of each of the stages, with the transition between them being highlighted as the moment worthy of a closer look, when compared to the rest of High School. Special attention was given to dealing with disruptions in the educational process and school dropout, as well as political actions for accessibility and permanence in Education. The main results indicated that the historical panorama of disruptions in school transitions persists in contemporary times, with a higher rate in the 1st year of high school, and that access and permanence are the basis for supporting school transitions. In this way, it is concluded that, for the continuity movement to occur in school transitions, theoretical and methodological investments are necessary to resolve the ruptures in the context of school access and permanence, enabling continuous transitions between teaching stages. The study indicates the need for the positioning of public educational policies, through systematic monitoring, beyond the blaming of the student or the school, with a look at the entire educational system.
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Palavras-chave
Transição escolar, Acesso, Permanência, Juventude, Ensino Médio, School transition, Access, Evasion, Permanence, Youth, High School