A Gestão sistêmica do fracasso escolar no ensino médio da rede pública no Estado do Pará
The thesis aimed at describing the persistent failure of public education in high school in Pará and its possible causes. The research problem is based on the following question: How do the political and educational systems behave in the face of persistent school failure in high school in the sta...
| Autor principal: | MARTINS, Roberto Araújo |
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| Grau: | Tese |
| Idioma: | por |
| Publicado em: |
Universidade Federal do Pará
2018
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| Assuntos: | |
| Acesso em linha: |
http://repositorio.ufpa.br/jspui/handle/2011/10449 |
| Resumo: |
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The thesis aimed at describing the persistent failure of public education in high school in Pará
and its possible causes. The research problem is based on the following question: How do the
political and educational systems behave in the face of persistent school failure in high school
in the state of Pará? The research followed some guiding questions: a) How do the organizations
of the political system observe and organize to face the school failure in high school in Pará?
b) How does the educational system absorb the communications of the political system in
actions to combat school failure that require intersystemic interaction? c) What factors
influence the persistence of school failure in the public high school system? The starting point
was a paradigmatic epistemological approach in the sociological and educational field based
on the theory of self-referential systems of the German sociologist Niklas Luhmann, who took
bibliographic data, systematic observation in the field and Web Survey research. In the data
organization and analysis, qualitative and quantitative techniques were used. It was contacted
that the persistence of school failure in high school gains a circular dimension due to the
impossibility of communication between organizations that act in the political and educational
systems aiming at educational success. The proposed thesis is confirmed in the sense that the
phenomenon of school failure in Pará becomes systemic to the extent that the politics of fighting
the phenomenon through the political and educational systems reinforce it instead of fighting
it. The mistaken communications of the political-administrative system find resistance in the
educational system, which shifts its unity from the intention to educate to the defense of the
profession, resulting in the circularity and reproduction of the phenomenon in the state. |