Exames supletivos: motivações de pais e filhos, de contextos socioeconômicos diversos, para a sua realização

Abstract

Working as educational coordinator of the Standing Committee Assessment (CPA) the State Center for Education Magalhães Neto – CEA, where suppletive exams are developed, led to the development of this dissertation which aims to understand the motivations that lead parents and their children, representing different social contexts, opt for supplementary course exams. The study was characterized by being descriptive exploratory and had 80 participants. These were divided into Group 1 comprised 20 candidates for supplementary course examinations and their fathers/mothers belonged to A and B social classes, and Group 2 encompassed 20 candidates of C and D social classes and their fathers/mothers. The class criteria were established by the IBGE in the 2010 Census, and the age of the candidates ranged from 15 to 20 years. For data collections were built two semi-structured questionnaires: one for the candidates and one for their parents. The study was approved by UCSal Research Ethics Committee. There was invitation to participants in the State Center for Education Magalhães Neto – CEA and who agreed, signed the Consent/Free and Clear Assent and then completed the questionnaire in the Pedagogical Coordination room of the mentioned institution. Data were analyzed building categories from the responses obtained and calculating the respective percentages. Furthermore, there was analysis of the subscribers’ amount, current and approved on reviews from suppletives tests of that school in the period 2010 t0 2013. The main results were: in the studied school, there was a greater demand for supplementary course examinations related to high school than the elementary school II. The demand for such tests increased, but the failure percentage was high. For the fathers/mothers of classes A and B (Group 1), the main motivation for the son performs the tests suppletives was the anticipation of his access at the university. On the other hand, parents of Class C and D (Group 2) wanted the son conclude the high school faster by being overdue in age/grade. Young people from Group 1 were mainly motivated by the fact that they were approved in college/ENEM. In turn, for young people in Group 2, the motivations were aimed to obtain certification as a result of age/grade and to be able to enter more easily into the labor market. In many contexts, there are parents’ expectations for their children to become good professionals and economically independent. Education is valued by all respondents, but there is the need for effective public policies that guarantee formal quality education for all, a society that every day requires more training of its citizens.