Atuação psicopedagógica frente à evasão escolar

Abstract

This is an empirical study aimed at proposing psychopedagogical interventions that contribute to the reduction of school dropout. The methodological course was developed through a field survey at the Vocational Center Deputy Antônio Cabral, with a quantitative approach, two questionnaires were used for data collection. The sample consisted of 14 teachers and 135 students. The results showed that 8 (57.2%) educators interviewed were female. The predominant academic degree was Full Degree or Magisterium, cited by 6 (42, 8%) professionals. As for the time of profession, 50% affirmed to act between 1 to 10 years in the profession; Eight teachers cited "lack of family structure" and "lack of student interest" as the main causes of school dropout; 71.4% of the teachers interviewed reported that the curriculum is not adapted to meet the needs of learners; 10 professionals reported that the institution performs enriching activities that motivate educators. As for the interview with the students, 90 (66.6%) students were in the age range of 16 to 20 years. Regarding gender, 77 (57%) were of the female gender. 34 (25.1%) studied in the 9th year of elementary school. The majority (97%) reported having no children. Regarding family income, 57 (42.2%) stated that they belonged to the family with income of up to 1 minimum wage; 89.6% of the students interviewed are not included in the job market. With regard to the strategies used by the school, it was observed that no strategy is presented to reduce the problem. It is concluded that the reasons that drive students away from school in the eyes of most teachers are different from students' reports, where they are not linked to economic or social problems, but to the detriment of didactic and pedagogical factors that have left Discouraged learners. The psychopedagogue has as its function to carry out the institutional diagnosis, to help the teacher and in the methodological and psychopedagogical issues, to guide the parents, to contribute with the direction to provide a good connection between the members of the institution, and to help the student who is learning difficulties. Besides the actions in the institutional scope, the psychopedagogue can develop fundamental roles in the development of the work in different social sectors, integrating the institution the community. In this research it was observed that in Valentina de Figueiredo it counts on the presence of religious institutions, NGOs, associations of residents and retail trades, that can contribute to the communication between school and community, establishing a constructive link.