Democracia e educação: correção de fluxo, qualidade da aprendizagem e permanência como direito

Abstract

The School Flow Correction consists of strategic and political measures with legal, educational and pedagogical bases that aim to address the age-year distortion. Thus, when a student remained for two or more years in an unplanned school year or corresponded to the organization of basic education for his age group, the State assures him/her to continue his/her studies in programs with its own pedagogical curricular organization, as well as guaranteeing the quality of learning materializing the student's right to remain in school. The age-school year distortion has been a challenge for educational public policies, being the subject of academic, scientific and political debates to address this issue that is a characteristic of Brazilian educational systems. The main objective of this research is to analyze the flow correction process within the framework of the education democratization in Brazil as part of the right to access, permanence in school and quality of learning in basic education. It unfolds in the following specific objectives: (I) Discuss the fundamental categories that involve the research problem; (II) Map the processes and ways of approaching the flow correction by Region of Brazil and (III) Characterize aspects, actions and results of the flow correction process in Amazonas. This research is of a basic nature, as it aims to generate new knowledge, using the precepts of the qualitative approach and, as to the objectives, it is explanatory research, with techniques and methodological approaches typical of bibliographic and documentary studies. Initially, some School Flow Correction programs implemented in Federative Units were selected based on the criterion of high age-year distortion rates in their respective educational systems, in order to analyze how the national school flow correction policy is structured from implementation, pedagogical characteristics and its results. The bibliographic sources chosen by the criterion framing and answering the research problem gave the basis for the analyzes added to the quantitative data represented by the age-year distortion rates verified in the database of the School Census carried out by INEP, which also served as an analysis to think about the effectiveness of the school flow correction programs, were complemented by the data collection technique called Data Collection Roadmap, having been analyzed using the technique of Content Analysis by Laurence Bardin. The dissertation presents important contributions to the understanding of flow correction as a student's right based on the promotion of quality of learning, without being confused as a process of facilitation, streamlining or economic practice within the systems, being a fundamental element for a school that presents itself socially as democratic.