A Gestão sistêmica do fracasso escolar no ensino médio da rede pública no Estado do Pará

Abstract

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.