Passei no IFBA e agora?! Um estudo sobre a transição do ensino fundamental para o ensino médio integrado do IFBA - Campus Porto Seguro

Abstract

This paper intends to analyze the school transition experienced by students of the Integrated Food, Computer and Biofuel Certificate Programs, offered by the Porto Seguro Campus, in 2019, with a view to addressing failure and evasion in the first grade of said programs through an Action Plan based on Coulon´s Theory of Affiliation (2008). The constructed proposal of intervention - structured from the stages of affiliation - has sought both to make the institutional context more familiar, and favor the experiences of entrance into the integrated certificate programs, since the first grade was identified as a barrier to the students´ progression in such programs. The methodological path chosen was the case study with a qualitative approach, whose procedures were literature review, direct observation, as well as the application of online questionnaires and semi-structured interviews to collect information. Data analysis showed different factors associated with permanence difficulties, with predominance, from the students' point of view, of institutional aspects. Lack of information from the Campus and its programs, pace of teaching and volume of evaluations came to the fore, as well as teaching procedures akin to those of higher education. The need to draw the Instituto Federal da Bahia (IFBA) [Federal Institute of Bahia] close to the external community was pinpointed, moments that provide an opportunity to reflect on the pedagogical praxis and other actions that encompass the entire institution (not only at the local level), such as a review of the Didactic Organization, and institutionalization of the Permanence and Success Policy. In short, a case was made for the start of a substantial and constant movement in favor of time and conditions for students to grasp the behaviors and languages spoken in the IFBA community and that they may have not only access, but an uninterrupted school trajectory with effective possibilities of cultural, scientific and political training.