A democratização do ensino médio no Brasil
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Arquivos
Data
2015
Tipo de documento
Dissertação
Título da Revista
ISSN da Revista
Título de Volume
Área do conhecimento
Ciências Humanas
Modalidade de acesso
Acesso aberto
Editora
Autores
Calônico Júnior, Flávio
Orientador
Costa, Gilvan Luiz Machado
Coorientador
Resumo
O presente trabalho problematiza algumas questões relacionadas à natureza do Ensino Médio no Brasil. Apresenta como pergunta norteadora: Quais são as configurações, limites e perspectivas do Ensino Médio no Brasil e nos estados de Santa Catarina e Paraná no que diz respeito ao acesso e a permanência? Recorrem-se, sobretudo, às informações estatísticas do Censo Escolar, disponibilizadas pelo Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP) e aos dados da Pesquisa Nacional por Amostra de Domicílios (PNAD), disponibilizados pelo IBGE, para discutir os indicadores voltados à universalização do Ensino Médio com qualidade. A presente pesquisa se articula ao projeto "ENSINO MÉDIO E TRABALHO DOCENTE EM ESCOLAS PÚBLICAS: CONFIGURAÇÕES E PERSPECTIVAS", que estuda o Ensino Médio no Sul do Brasil e que está em andamento no Programa de Pós-Graduação em Educação da Universidade do Sul de Santa Catarina (PPGE-UNISUL). Com relação aos aspectos teóricos, apresentam-se considerações a respeito de concepções de educação, Ensino Médio, Sistema Nacional de Educação, gestão e financiamento da educação, como suporte para uma melhor compreensão das dimensões da educação com qualidade. Dos dados empíricos emergiram duas categorias de conteúdo: limites e possibilidades ao acesso ao Ensino Médio e desafios à permanência no Ensino Médio. Os indicadores educacionais discutidos apontam uma escola média desigual e precária no Brasil, inclusive nos referidos estados da federação. Os dados empíricos explicitam que os dois entes federados citados ainda não trouxeram todos os jovens do grupo de idade 15 a 17 anos para a escola média e apresentam dificuldades em garantir que nela permaneçam. Expressam os desafios relativos a matrículas e podem contribuir para a discussão sobre a definição de políticas regulares que oportunizem para os sujeitos da aprendizagem do Ensino Médio uma formação emancipadora e indispensável ao exercício da cidadania. O estudo suscita ampla discussão sobre a instituição de um Sistema Nacional de Educação, articulado a um Plano Nacional de Educação que contenha uma política de financiamento ancorada na garantia do direito social ao Ensino Médio com qualidade.
This paper hassles some issues related of high school in Brazil. One of its guiding question: which are the settings, limits and perspectives of high school in Brazil and in the states of Santa Catarina and Paraná with regards to access and permanence? Draws on all the, statistical information on the school census provided by the National Institute of Educational Studies Teixeira (INEP) and data from the National Sample Survey and Household Survey (PNAD), provided by IBGE, to discuss the indicators targeted to the universalization of secondary education with quality. The present research relates to the project "HIGH SCHOOL TEACHERS AND WORK IN PUBLIC SCHOOLS: SETTINGS AND PERSPECTIVES", which studies high school in southern Brazil and that is in progress in the Graduate Program in Education of the University of Southern Santa Catarina (PPGE-UNISUL). Regarding the theoretical aspects, we present considerations about educational concepts, High School, National Education System, management and financing of education, such as support for a better understanding of the dimensions of quality education. From empirical evidence emerged two categories of content: limits and possibilities of access to secondary education and challenges to stay in high school. The discussed educational indicators point to an uneven and fragile middle school in Brazil, including in those states. The explicit empirical data, states that the two entities still cited federated do not brought all the young people of age group 15 to 17 years to middle school and have difficulties in ensuring that it remain. Express the challenges related to enrollment and may contribute to the discussion on the definition of regular policies well-timed at the subjects of learning of high school an independent education and essential to the exercise of citizenship. The study raises broad discussion on the establishment of a National Education System, linked to a National Education Plan that contains a financing policy anchored in ensuring social right to high school with quality.
This paper hassles some issues related of high school in Brazil. One of its guiding question: which are the settings, limits and perspectives of high school in Brazil and in the states of Santa Catarina and Paraná with regards to access and permanence? Draws on all the, statistical information on the school census provided by the National Institute of Educational Studies Teixeira (INEP) and data from the National Sample Survey and Household Survey (PNAD), provided by IBGE, to discuss the indicators targeted to the universalization of secondary education with quality. The present research relates to the project "HIGH SCHOOL TEACHERS AND WORK IN PUBLIC SCHOOLS: SETTINGS AND PERSPECTIVES", which studies high school in southern Brazil and that is in progress in the Graduate Program in Education of the University of Southern Santa Catarina (PPGE-UNISUL). Regarding the theoretical aspects, we present considerations about educational concepts, High School, National Education System, management and financing of education, such as support for a better understanding of the dimensions of quality education. From empirical evidence emerged two categories of content: limits and possibilities of access to secondary education and challenges to stay in high school. The discussed educational indicators point to an uneven and fragile middle school in Brazil, including in those states. The explicit empirical data, states that the two entities still cited federated do not brought all the young people of age group 15 to 17 years to middle school and have difficulties in ensuring that it remain. Express the challenges related to enrollment and may contribute to the discussion on the definition of regular policies well-timed at the subjects of learning of high school an independent education and essential to the exercise of citizenship. The study raises broad discussion on the establishment of a National Education System, linked to a National Education Plan that contains a financing policy anchored in ensuring social right to high school with quality.
Palavras-chave
Ensino médio, Democratização da educação, Avaliação educacional