Panorama da evasão escolar no ensino médio do Estado do Espírito Santo - o que diz o censo escolar

Abstract

Dropout is an educational dilemma faced by many countries such as Spain, Portugal, Australia, and the United States, many countries. Brazil and its States also face this problem wich affects public education to a greater degree. This research aims to draw a panorama of high school dropout in the state of Espírito Santo between the years 2011 and 2018, from quantitative data collected through the Educational Indicators of the Censo Escolar (School Census), of the Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP). Due to the multifaceted nature of school dropout, the different nomenclatures and definitions used for the process of premature departure from school are addressed in national and international contexts. A survey was conducted on the factors that contribute to the school dropout process from a conceptual model of student performance and ponders on the use of quantitative data in educational research, addressing the absence of tradition, considering its indispensability, and thinking about its potential benefits. It deals with the concept of public policies and public educational policies, reiterating their importance, and educational public policies related to school dropout developed within the scope of Espírito Santo. The methodology used, in greater extent will be documentary research supported by, primary and contemporary written sources, which are the rates of performance, age grade distortion, and non-response, contained in the Educational Indicators of the Censo Escolar/INEP. To fulfill the objective of analyzing the reliability of school dropout data from the School Census, there will be a semi-structured interview conducted with teachers who were in the state public school system at some point during the time frame of this research. It is concluded that in the analyzed period, the state public schools concentrated higher school dropout rates; the problem manifests itself to a greater degree in ES in the first grade of high school; eleven cities in the state have an average school dropout rate above the national average for the years surveyed; school dropout rates vary considerably between the cities under their jurisdiction within the Regional Education Superintendencies, ES has considerably reduced its numbers of school dropouts since 2015, with the state public sector being responsible for this decrease; and finally, there is evidence to believe that some data on school dropout obtained through the Censo Escolar do not fully match reality. Because of this presumption, it is suggested to the state and federal public authorities to investigate such suspicions in order to shed light on educational indicators of school dropout in the state of ES.