Ensino na Educação Básica

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http://repositorio.ufes.br/handle/10/17608
Programa de Pós-Graduação em Ensino na Educação Básica

Centro: CEUNES
Telefone: (27) 3312 1575
URL do programa: http://www.ensinonaeducacaobasica.ufes.br/apresenta%C3%A7%C3%A3o-0

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Navegando Ensino na Educação Básica por Assunto "Access and school permanence"

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    O direito à educação no município da Serra/ES : análise do programa pró-escola
    (Universidade Federal do Espírito Santo, 2016-03-23) Rocha, Jucilene Batista da; Manso, Márcia Helena Siervi; Oliveira, Ueber José de; Oliveira, Eduardo Augusto Moscon
    The objective is to analyze the right to education in the Municipality of Serra, State of Espírito Santo, from 1997 to 2014, in relation to the access and retention of the students in Primary Education, having in view the implementation and development of the Pro-School Program with a focus on education judicialization. In the search of this object, the following analyses categories were used: citizenship, education judicialization and access and school permanence. The dissertation study contextualizes the process of judicialization education in the context of redemocratization of the country, which culminated in the 1988 Constitution, in which the judiciary has become a real political power that enforces the Constitution and laws, inclusively conflicts with other Powers, ceasing to be a technical and specialized department. The methodology used was the qualitative research, having as parameter the assessment of the data presented critically, with a bibliographic reference, legal documents and unstructured interviews, which focus on the right to education, materialized in the Pro-School program. The conclusion of this study is that the Pro-School program has achieved the objectives in relation to the abandonment and dropout; however, in relation to reproach the objectives have not been achieved in the face this issue includes wider structures, involve not only the municipality but also the Brazilian society as a whole, not being the high rates of school failure focused on students leaded to the Program. In this sense, it is vital the strengthening and reorientation of institutions and public policies committed to an emancipatory project, able to promote changes in the table presented, and, in the aim, the acting of the State, the Civil Society, the Guardianship Councils, City Council Education, the Judiciary, the Public Ministry, and from the other institutions involved in right to the education, and with the construction of citizenship, has a fundamental importance in this process.