Escolas eficazes na educação de jovens e adultos: estudo de casos na rede municipal do Rio de Janeiro

Silva, Jaqueline Luzia da; Bonamino, Alícia; Ribeiro, Vera Masagão

doi:10.1590/s0102-46982012000200017

Cited by 9 publications

(7 citation statements)

References 3 publications

(2 reference statements)

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“…After reading all the abstracts, only one (Silva et al, 2012) fit the inclusion parameters we had adopted: to approach an empirical study aimed at analyzing successful AED practices in Brazil, with regard to student learning and social interaction among everyone in school.…”

Section: Methodsmentioning

confidence: 99%

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School as Learning Communities: An Effective Alternative for Adult Education and Literacy in Brazil

Mello

Braga

2018

Front. Educ.

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Women and men, young, and adult, who have reached youth or adult life without elementary schooling, are part of an important and vulnerable group in Latin America, as for instance Brazil. Integrating the studies that seek to contribute to a qualitative change in Brazilian Adult Education, as a means for overcoming inequalities and in support of most vulnerable groups within the population, this article regards the case of the first Adult Education School in Brazil to transform into learning community. The research was developed between 2014 and 2016 and refers to a qualitative case study using the communicative approach, guaranteed by the use of the Communicative Methodology. Data was collected using four techniques pertaining to the Communicative Methodology: communicative in-depth interview with the school's Adult Learning and Education coordination; communicative daily-life story with students and volunteers; communicative focus groups with students, volunteers, and teachers; and communicative observation in Successful Educational Actions. The results indicate transformative and excluding elements that emerged in the following categories: the school's characteristics studied, work and life conditions and access to schooling and continuity in school, and interaction within the learning community. Comparing the results that indicate positive aspects of the Adult Learning and Education school transformed into learning communities to results in other studies about other successful Adult Learning and Education schools in Brazil, it can be established that they coincide in some aspects and go beyond in others. Although coincidence between studies was observed, they were more intensely noticed in the learning community regarding the following aspects: (a) school management oriented toward learning, with contact mechanisms with students that began missing classes, (b) appreciation, from the school staff, of teaching and learning processes, specially reading and writing, (c) a welcoming environment, bonding between professionals and students, and high expectations toward students. As for the elements identified in the learning community which were not found in the other Brazilian studies, they were: (a) enrollment increase over time and decrease in student dropout rates throughout the year, and (b) overcoming dramatic situations experienced in the neighborhood and in the school that could initially lead to school dropout.

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Section: Methodsmentioning

confidence: 99%

“…After reading the abstracts, none fit the inclusion parameters adopted. Thus, the comparison between the results from field research that we developed and other experiences of successful AED practices in Brazil was restricted to the article by Silva et al (2012).…”

Section: Methodsmentioning

confidence: 99%

School as Learning Communities: An Effective Alternative for Adult Education and Literacy in Brazil

Mello

Braga

2018

Front. Educ.

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“…The formation of a third area of interest around school policies and practices explaining the high educational performance of certain schools should also be emphasized. It is composed, in part, by qualitative studies focusing on specific teaching units; to analyse in detail the reasons allowing particular school units to present superior indices in comparison to the average of other schools is intended (e.g., Silva, Bonamino and Ribeiro, 2012;Teixeira, 2009). Thus, socioeconomic factors related to the family are isolated and school/curricular aspects influencing teaching-learning relationships and impacting on student performance are analysed.…”

Section: The Formation Of the Study Network On School Effectivenessmentioning

confidence: 99%

Indicadores de qualidade na educação: análise discriminante dos desempenhos na Prova Brasil

2019

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The present study identifies the contextual variables that best differentiate the performance obtained by students from the final grades of primary education in state schools of Espírito Santo in the Prova Brasil of 2013 through discriminant analysis, with a sample of 124 schools. The results showed that the age-series distortion, the teacher regularity index and the abandonment rate formed an optimal set of variables to discriminate the schools with "better" and "worse" school performance. The technique used contributes to the work of researchers and managers, as they can appropriate this method with the purpose of tracing the profile (description), differentiation (inference) or classification (prediction) of schools. Moreover, researchers and managers can reorganize their actions and investments based on priority contextual variables, with broad potential to change the school performance of their regions in Prova Brasil.

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“…Lima (2016, p. 17-18), refletindo sobre as relações da exclusão com a EJA, destaca que os sistemas escolares continuam a reproduzir desigualdades sociais de todo tipo, a 'fabricar' insucesso e abandono, a remeter os alunos para fora dela a fim de que, paradoxalmente, o sistema lhes oferecesse (posteriormente) um novo processo de escolarização, frequentemente conduzido na mesma escola e conforme as mesmas regras de sua gramática tradicional. Tais justificativas reafirmam a dialética de fatores extra e intraescolares na explicação de fenômenos educacionais em geral e da educação de jovens e adultos em particular Bonamino;Ribeiro, 2012 Paralelamente, o foco na integração entre políticas de EJA e educação profissional precisa considerar que as trajetórias de exclusão escolar se encadeiam às inserções precárias no mundo do trabalho (Gráfico 6) e desembocam em desafios particulares à definição das formações e dos perfis profissionais almejados pelos cursos.…”

Section: Em Políticas Educacionaisunclassified

Jovens e adultos com baixa escolaridade, oferta de Eja e as desigualdades nas chances de conclusão do ensino fundamental e médio

Santos¹

2019

Cadernos De Estudos E Pesquisas Em Políticas Educacionais

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Escolas eficazes na educação de jovens e adultos: estudo de casos na rede municipal do Rio de Janeiro

Cited by 9 publications

References 3 publications

School as Learning Communities: An Effective Alternative for Adult Education and Literacy in Brazil

School as Learning Communities: An Effective Alternative for Adult Education and Literacy in Brazil

Indicadores de qualidade na educação: análise discriminante dos desempenhos na Prova Brasil

Jovens e adultos com baixa escolaridade, oferta de Eja e as desigualdades nas chances de conclusão do ensino fundamental e médio

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