Políticas educacionais e distorção idade/série: contextos e desafios da Região Sul

Abstract

This thesis deals with the educational policies on the distortion age / grade in the Basic Education, considering the context and challenges of the Brazilian Southern Region States, from 1996 to 2018. Specifically, the thesis involves the following objectives: a) To present educational policies of Basic Education related to the distortion age / grade; b) Characterize the indicator of the distortion age / grade, in the educational process; c) To contextualize educational challenges of the Brazilian Southern Region States, with regard to age / grade distortion d) To analyze the age / grade distortion, in the context of the research, from 1996 to 2018. In this sense, the theoretical framework involves the discussion of educational policies and the distortion age / grade, which are the focus of this study. The methodology used was qualitative and quantitative. In the qualitative approach, semi-structured interviews, documentary survey and analysis, literature review, with bibliographic survey were developed. In quantitative terms, the research was produced with the systematization of age / grade distortion data available on the platform the Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (Inep). As main results, the educational policies may be mentioned, such as the ones elaborated by the State Education Networks from Paraná and Santa Catarina, with the recommendation in the sense of correction of the school flow, with regard to age / grade distortion, having protagonism and coherence with their educational needs. The state of Paraná, through the School Flow Correction Project (1996-2002) and the Personalized Service Plan Programs - PPA / series age distortion (2012-2013) and the Study Acceleration Program - PAE (2015-2020), implemented in state schools contributed to an improvement in educational indicators of the state and demonstrated the need of for systemic planning of educational policies, in order to promote efficiency and effectiveness in its implementation and conclusion. The Santa Catarina State proposed the Acceleration Classes Project (2003), giving prominence to its proposal. The project involved human and and financial resources from the State itself, with positive results in its educational indicators. It also demonstrated the fragility of the continuity of educational policies, in the exchange of governments, and its closure occurred abruptly, in an administrative change in the State. In the case of Rio Grande do Sul State, we can mention the difference between establishing partnerships with public and private institutions, aiming at the quality of the programs offered to the State Education Network. Over the years, the state has opted for public-private partnership, to correct its school flow, abstaining from the protagonism in the elaboration of its own educational policy to correct the age / grade distortion. It is concluded that the states of the Southern Region have different school flow correction programs, which address the age / grade distortion. Of the programs and projects to correct the flow, offered by the state education networks, the preference in the three states for the “acceleration” of the students if highlighted, correcting the school flow through a lean curriculum which allows the correction of the gap age / grade, in a short period and succinctly. In view of the results, this thesis reinforces the need for the quality of public education to be prioritized, through educational policies that provide education and effective learning of the students, avoiding repetition and evasion of the educational system.