A permanência escolar nos anos finais do ensino fundamental e médio: os programas FICA e combate ao abandono escolar do estado do Paraná

Abstract

This work is linked to the strict sensu Education Postgraduate Program, Master Level / PPGE, Concentration Area "Society, State and Education" Search Line "Teacher Training and Teaching and Learning Process” and the Research Group on Education and Teacher Training (GPEFOR). Its object of analysis is the program "Stay with me"(2005, 2009), recently renamed "the School Dropout Combat Program," (2013), implemented in the State of Paraná to combat cases of neglect and evasion, with the following problem: What are the possible intentions to be seized in the discourse on school permanence in the programs "FICA" and "the School Dropout Combat" of Paraná? Aiming to meet and respond to the presented problem, we used the indirect research - literature and documents, which general objective was based on analyzing the relationship between Programs and school permanence, whereby the main objectives were present the laws that deal with assiduity, permanence and compulsory education; analyze the speech put in Program Guidelines Notebooks; verify whether the measures adopted with truant students are effective in the fight against abandonment and avoidance by means of data collected; and discuss the issue of successfully staying tied to the school learning. For documentary research, we visited ten schools belonging to the Regional Center of Laranjeiras do Sul - PR in order to collect data from infrequent students in the years 2012, 2013 and 2014, which allowed us to understand the relationship of the proposed measures the Program with the permanence of these students. The analysis of data collected under the highlighted considerations of the chosen theoretical framework: Bakhtin (2014), Mészáros (2008, 2011), Vigotski (1930, 1984, 2000, 2014), Saviani (2009, 2013), Duarte (1999, 2001, 2007, 2008), Faleiros (2009), Frigotto (1989, 2002), Kuenzer (1992), Martins (2009, 2013), Shiroma (2002, 2005, 2011), among others, allowed us to highlight, among several findings, the limitations of the program and school permanence; to remain successful is to have the appropriation of scientific knowledge in its fullest forms; that it is necessary to reduce pedagogical bureaucracy functions and take the responsibility of the welfare functions of the school, who end up shifting its primary social role, which is the act intentionally so that there is learning of scientific knowledge produced by mankind.