Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-02-02T14:51:19Z No. of bitstreams: 1 julianacoutinhomoreira.pdf: 4630608 bytes, checksum: ce4d3f04ecfe3caf5c8b04ab27af0d5f (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-02-03T11:20:33Z (GMT) No. of bitstreams: 1 julianacoutinhomoreira.pdf: 4630608 bytes, checksum: ce4d3f04ecfe3caf5c8b04ab27af0d5f (MD5) / Made available in DSpace on 2016-02-03T11:20:33Z (GMT). No. of bitstreams: 1 julianacoutinhomoreira.pdf: 4630608 bytes, checksum: ce4d3f04ecfe3caf5c8b04ab27af0d5f (MD5) Previous issue date: 2014-09-12 / Esta dissertação, por meio de um estudo de caso com base em pesquisa qualitativa, tem como objetivos descrever e analisar exemplos de ações da gestão escolar do Centro Educacional de Referência Herval da Cruz Braz (CERHCB), da Rede Municipal de Ensino de Juiz de Fora, que foram desenvolvidas visando à permanência dos alunos egressos do ciclo 2010/2011 no Ensino Médio, após sua saída da instituição. Propõe, ainda, ações institucionalizadas de acompanhamento dos alunos egressos de uma instituição de Ensino Fundamental da Rede Municipal de Ensino de Juiz de Fora no 1o ano do Ensino Médio, como forma de incentivar sua permanência nesta etapa de escolarização. A permanência do aluno na escola, especialmente no 1º ano do Ensino Médio, é um desafio que se apresenta no cenário educacional do país. Alguns estudos sinalizam que a permanência dos alunos no Ensino Médio está diretamente relacionada ao seu sucesso na aprendizagem e no desempenho escolar. A metodologia de pesquisa utilizada inclui a análise documental, a observação de campo, a análise de entrevistas realizadas com uma amostra dos sujeitos da pesquisa e ainda a coleta e análise dos dados de fluxo dos alunos egressos do CERHCB no Ensino Médio, através do banco de dados do Inep (Educacenso). A partir desse estudo de caso, essa dissertação propõe uma política de acompanhamento pedagógico, direcionada para os alunos matriculados no 1º ano do Ensino Médio, oriundos das escolas de Ensino Fundamental da Rede Municipal de Ensino de Juiz de Fora. / This dissertation is based on a case study and on qualitative research and it aims at describing and analysing some actions of school management taken by Herval da Cruz Braz (CERHCB), a Referential Educational Center which integrates the Municipal Education System of Juiz de Fora. Those actions were developed to retain Middle School graduates and to motivate them to continue their studies to High School. This dissertation also suggests institutionalized actions to supervise Middle School graduates from another institution who are attending the first grade of High School. Preventing dropouts is a challenge in Brazil‟s educational scenario, especially at the first grade of High School. Research shows that the retention of students at High School is directly related to students‟ performance and to their success in the learning process itself. The research methodology chosen in this dissertation includes document analysis, field observation, analysis of interviews held with a sample of investigation subjects as well as collection and analysis of the data about the flow of CERHCB Middle School graduates when taking High School. Data was provided by the database of Inep (Educacenso). Being based on this case study, this dissertation suggests the need of a pedagogical supervision aiming at students at the first grade of High School who were Middle School graduates in the schools of the Municipal Educational System of Juiz de Fora.

This longitudinal study set out to improve the retention and achievements of diverse students on computing courses in one wide access university, firstly by early identification of students at risk of poor performance and secondly by developing and implementing an intervention programme. Qualitative data were obtained using the ASSIST questionnaire, by focus group discussions and an open-ended questionnaire on students’ experiences of the transition to higher education (HE). Quantitative data on student characteristics and module results were obtained from Registry. Statistical analyses were performed using SPSS version 10. The study comprised two phases where phase one sought to enable the early detection of students at risk of poor performance by investigating the data set for patterns that may emerge between student achievement at Level 1 and entrance qualification, feeder institution, approaches to learning, conceptions of learning, course and teaching preferences and motivation. Phase one findings showed a trend of poorer performance by students who entered computing courses in HE with an AVCE entrance qualification. It was also shown that mature students scored more highly on the deep approach scale compared to their younger counterparts. Phase two investigated the data set for patterns that may emerge between student achievement at Level 2 and entrance qualification, approaches to learning, conceptions of learning and course and teaching preferences. Phase two, using action research, also sought to develop an intervention programme from the findings. This intervention programme was designed to improve aspects of information delivery to students; the personal tutor system, assessment régimes, Welcome Week, and teaching and learning. Piloting, evaluation and refinement of the intervention programme brought changes that were seen as positive by both staff and students. These changes included the Welcome Week Challenge which involved students in activities that sought to enhance students’ interactions with peers, personal tutors and the school and university facilities. These findings have shown that, for staff in wide access HE institutions, some knowledge of the previous educational experiences of their students, and the requirements of those students, are vital in providing a smooth transition to HE. A model of the characteristics of a successful student on computing courses in HE and a model for enhanced retention of diverse students on computing courses in HE were developed from the research findings. These models provide a significant contribution to current knowledge of those factors that enhance a smooth transition to HE and the characteristics of a successful student in a wide access university.