| dc.description.abstract | The present dissertation has as its theme the school dropout in pandemic times, at Olindo Flores da Silva State High School, located in the neighborhood of Scharlau, in the city of São Leopoldo, state of Rio Grande do Sul, Brazil. School dropout and dropout in high school have been objects of several studies and are configured as major challenges of this stage of basic education. The dropout rates observed between the years 2007 and 2019, although showing a decline in this period, worsened in the face of the pandemic and the consequent suspension of face-to-face classes in 2020. The research has as general objective to analyze associated factors that influence high school dropout, in pandemic times, in the context of Escola Estadual de Ensino Médio Olindo Flores da Silva. Based on the ideas of authors such as Bourdieu; Passeron (2009), Dubet (2004 and 2011), Freire (1991), Castel (1998), Laval (2019), Dayrell and Jesus (2016), Silva; Pelissari; Steimbach (2013) and Morin (2015) it was possible to establish a theoretical contribution that supports this study. The present work is configured in a qualitative case study. A document analysis was carried out, seeking to describe national, state and municipal educational policies, through laws, decrees, opinions and other types of documents. To understand the behavior of students at Olindo Flores da Silva State High School, data production was obtained through an online questionnaire (Microsoft Forms). From the essay questions, four categories of analysis were selected: school dropout in 2020; feelings about remote teaching; organization of study at home (in pandemic times) and encouragement to study by employers (in the case of working students). In order to characterize factors related to the pandemic in the speeches of school teachers, a focus group was chosen. From the transcript of the focus group, eight categories of analysis were selected: digital resources, synchronous classes and student participation (Google Meet); school dropout during the Covid-19 pandemic; mastery of digital teaching tools; educational models and student autonomy; school-school community relationship during the pandemic; availability of technological resources by teachers and students to carry out remote classes and teachers' feelings about the period lived in 2020. In this intricate process, the pandemic brought several consequences that contributed decisively to the increase in educational inequalities and the worsening of school dropout. It should be noted that, along with the pandemic, a series of economic, social, cultural and
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emotional factors, woven into this complex network, acted to aggravate situations of school exclusion that were already worrying before the pandemic. These new elements amplified and potentiated inequalities, giving them even more prominence and opening up something that should have already been faced more seriously by governments, managers, teachers and society as a whole. | |
