As políticas no ensino médio: um estudo a partir da coordenação regional de educação de Goianésia da secretaria de estado de educação de Goiás nos anos de 2015 a 2022

Abstract

This work, developed within the scope of stricto sensu Postgraduate Studies in Education, Master's level (PPGE) in the area of Educational Policies and Research Line "State Policies and Educational Institutions". Its object of analysis is "Educational Policies for Secondary Education in Goiás and the Goianésia Region". The research is based on the problematization in which it seeks to reveal why several young people from Goiás are excluded from high school? Under what conditions do educational policies emerge to tackle the causes that lead to people dropping out of high school in Goiás? In the search for understanding and responding to the problems presented, we bring qualitative and quantitative research, whose objective is based on understanding the social, historical, cultural and political determinations that structure secondary education in Goiás in view of the particularities of CRE from Goianésia. The research method is the literature review in the Brazilian Digital Library of Theses and Dissertations (BDTD), in which, based on the State of Knowledge by Morosini, Santos and Bittencourt (2021) and Bardin (2021), the documentary analysis corroborates with qualitative data from research, presenting educational policies for secondary education from the LDB/1996 and the empirical research that guides the implementation of educational policies in secondary education in Goiás and data on dropout, repetition and IDEB from secondary education corresponding to CRE in Goianésia. To analyze the data and documents, we used the following theoretical references: Marsiglia (2017), Ramos and Paranhos (2022), Boito Jr. (2016), Brzezinski (2014), Ferreira (2017), Filho and Araújo (2017), Bourdieu-Passeron (1975), Patto (2015), Paro (2021), Krawczyk (2011), Frigoto (2009), Luckesi (2011) among others that allowed us to see the contradictions present in the implementation of educational policies for secondary education in Goiás. After consolidating the data obtained throughout the study, we showed that the educational policies implemented by the Goianésia Regional through Seduc were unable to face the great challenge of keeping young people in high school, where there is still a high number of dropouts. and failure, and even with drops in the years of Saeb evaluations, such maneuvers do not correspond to the quality evidenced in the results of their IDEB, making it necessary to think about concrete, continuous, participatory actions so that young people in high school have an education that there is appropriation of scientific knowledge in its fullest form and not aimed at serving a neoliberal society