Evaluation of public politics: the itinerary of the exits of the project correction of flow in Toledo (PR) / Avaliação de politica publica : o itinerario dos egressos do projeto correção de fluxo de Toledo (PR)

AUTOR(ES)
DATA DE PUBLICAÇÃO

2007

RESUMO

The present paper aims to establish the itinerary (relating to its educational development and to its insertion in the labor market and in its social project) of egressing students in the Flow Correction Project (FCP), during 1997 and 1998. For this purpose, six central questions have been established: 1) the FCP provides the necessary conditions so that the student can follow the High School and / or give the continuity to his/her studies; 2) the offered formation in this project enables the student to a knowledge increase in order that he/she can introduce himself/herself and survive in the labor market; 3) the students participating of the FCP can be evaluated as socially integrated; 4) how and why the centrality in the assessments in this sort of project is measured; 5) how the assessment in the FCP has been carried out and which the advantages and limits under the optic of the egressing students; 6) how to verify the student perception level between the proposed and the realized in the project. An investigation with a qualitative and quantitative approach has been chosen due to the necessity of the above mentioned questions. It centralized itself in the bibliographical review and in the interviews with 355 students, participators of the project in 16 schools which are coordinated by the Regional Center of Education in Toledo ± Parana. In regard to the interviews, through the dated questions the graphics have been elaborated and through the qualitative information the content analysis technique has been utilized. In this paper, the importance of the quanti-qualitative analysis has been decisive, because only through the dated questions it would not be possible to find out that the inclusion/exclusion process is influenced by the socioeconomic situation of the population and by the real possibilities of insertion in the system. It was made evident that the students have conditions to introduce themselves mainly in the primary and secondary sector of the economy due to the labor market characteristics in Toledo. A minority of the students, at a more advanced age, mentioned as advantage in studying the FCP, the speed and the facility of obtainment of the conclusion certificate of the 8th grade. These students declared, however, that they have not learned enough and that the course has only served out as one of the instruments which keep them in their job place. The affirmation that these students do not recommend the participation in this sort of project, whose goal is to give continuity of the studies, has been one of the most addressed topics by the students. Most egressing students feel stigmatized and excluded socially and economically, once the absence of assessment, index cards with incomplete contents, very little learning, indiscipline, indifference from the teachers, automatic approval and bad development of aptitudes have been cited as strictly necessary processes for a student, in accordance to age/mark. The centrality in the assessment has been utilized as a main parameter to avoid tests and grades and consequently to avoid the disapproval. About this aspect, the egressing students claim that this absence is convenient by the fact they do not have charging of content control; however this is a pseudo-advantage, because they used to receive everything ready. In this sense, as main results, among others, it has been proved that the project do not provide the necessary conditions so that the student can follow the High School and continue to his/her studies; it has been just planned in a way to attend the students from the Basic Education; it has not been thought and organized by means of a long-run planning, so much that the students complained about its abandonment in High School; however, in the state intention, the project succeeded the declared objectives in making the adequacy age/grade by showing the emancipatory statistics data. Thus, this paper attempts to instigate the public power to reformulate the Flow Correction Project or something else into this character, because it is not enough to provide access/permanence to the school betting only on emancipatory quantitative data, making it necessary to extend the offer of access/permanence/advantage to the students

ASSUNTO(S)

trabalho docente exclusion inclusion exclusão aprendizagem avaliação learning pedagogical praxis docent work assessment inclusão pratica pedagogica

ACESSO AO ARTIGO

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