Pensando estratégias para o enfrentamento da evasão em pré-vestibulares populares: um estudo de caso na Maré - Rio de Janeiro/RJ

Abstract

Popular prep school provide university access for people from favelas and periphery centers of Rio de Janeiro. In addition, many of these projects seek the development of critical and emancipatory training of students through the construction of an educational process that goes beyond the classroom and strict curriculum contents, offering history and current affairs classes, interdisciplinary classes, field classes, conversation circles, cine debates, visits to laboratories, museums and science houses, soirees and cultural events, among other pedagogical activities. Thus, they intend to build knowledge through an education that humanizes educators and students believing in the creativeness, transforming power of both and demanding the construction of a relationship of companionship exchanging knowledge. Therefore, these popular educational projects are important in order to transformate local realities. However, one of the problems that minimizes the scope of these projects is the high dropout rate of students, which ranges from 30% to 90%. Understanding the importance of strengthening the actions of popular prep school in the territories and the democratization of access to higher education, this work aims to identify the reasons that cause the dropout of students and systematize possible intervention actions and coping with this problem, for the permanence of these students in the projects as much as for the reconquest of evaded students. For this, we conducted a case study at the Community Prep School of CEASM (Centro de Estudos e Ações Solidárias da Maré) and accessed the perceptions of 128 people who participated or has been participated in popular prep school in Rio de Janeiro, through a semiopen virtual questionnaire. We could see that evasion is a complex phenomenon, caused by multiple variables of objective and subjective character, with emphasis on issues of personal matters and family subsistence, and that it is necessary to develop joint actions in different spheres: management, pedagogical, psychosocial, interpersonal relationship, communication, fundraising, articulation with a network of pre-university. We hope, therefore, that this 16 research as well as the booklet “Thinking about Strategies for coping with dropout in this Popular Prep School” and the “Popular Prep School Guide of Rio de Janeiro” can contribute to this process of organization, articulation and mobilization to reduce the rates of dropout of students at popular prep schools.