The school flows in the technical trofessional secondary level education at tecnhical school and their relations with teaching, learning and assessment processes

Abstract

In this article, the effects of teaching, learning and assessment processes on the school flows of high school concomitant students are analyzed at Francisco Moreira da Costa Electronics Technical School (ETE FMC).  The research shows social relevance as it offers a diagnosis that makes it possible to promote improvements in the pedagogical project. It has as academic relevance, the purpose of filling a gap in academic production by investigating intervening factors in school flows linked to pedagogical practices, which has a low incidence of studies on this focus. Methodologically, It was used a qualitative, exploratory and case study. Semi-structured interviews were carried out with 1st year high school concomitant students who had failed or were transferred in 2018. Among the results, we verified a higher incidence of school failure in concomitant students in the 1st year of high school and of students who received a scholarship (CEBAS) in relation to the other ones. Relating to the intervening factors that are reflected in school flows, we highlight teaching, learning and assessment processes based on socioeconomic, cultural and family weaknesses and instructional paradigm. We concluded that the analyzed processes have positive and negative consequences on the school flows. Different pedagogical paradigms coexist at school; however, the instruction paradigm deserves questioning. As limits of this study, we registered the need to involve more elements of the educational process, such as teachers.