Políticas públicas de educação nacional e paulista: a função social do ensino médio / Public policies of national education and Sao Paulo: the social function of education

AUTOR(ES)
DATA DE PUBLICAÇÃO

2007

RESUMO

The proposition of this research is to understand in depth the concept of social function in secondary schools as they lie nowadays in the public policies for national and paulista education and to identify possible factors interfering with the fulfilment of such social function. Qualitative methodology directed our study, for which bases we made recourse to theoretical, documental and legal references. Likewise, data concerning SAEB, SARESP and ENEM nationwide, statewide (São Paulo) and in the township of Caieiras (SP) were researched, besides all information collected on the school infra-structure and human resources, the whole aiming at determining signposts pointing to the fulfilment or not of social function in secondary schools. According to the legislation in force, the social function of secondary schools consists of making it possible for students a solid ground of general culture while developing abilities and competences that favour the practice of a critical and active citizenship, the expected attendance at their courses and their absorption in the work market. The research showed that most of the schools surveyed are performing their social function partially and pointed out infra-structure, human resources, teaching staff qualification and socioeconomical and cultural standards of communities as the chief factors interfering with results. Careful analysis of the results of external evaluation may serve to draw the line in order to plan Public Educational Policies, provided that their limitations are considered and, above all, that schools are offered the suitable tools to overcome the difficult points that were identified

ASSUNTO(S)

public policies in education high school ensino médio políticas públicas em educação educacao

ACESSO AO ARTIGO

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