Qualidade nos Ginásios Experimentais Olímpicos Cariocas: o que pensam os alunos e professores do GEO Nelson Prudêncio

Abstract

The research carried out at the Nelson Prudencio Experimental Olympic Gymnasium in Rio de Janeiro was intended to interpret the meanings of quality in education perceived by teachers, directors and students of this unit. Evidencing how the relationship of the SME-RJ proposal of a school dedicated to sport was translated into the context of practice, as well as the interpretations about the praxis of Polyvalence and its contributions to this school. For this, we used the analysis of public documents produced by the SME-RJ, operating them with the policy cycle approach proposed by Stephen Ball and Richard Bowe, who conceived the GEO school model; configuring its curriculum, its enrollment process and the changes in its routine, promoted by the Covid-19 pandemic. Using questionnaires aimed at students, teachers and school management, we collected important speeches for the debate about the quality of education, believing in the insufficiency of discussions about educational quality, which only consider numbers and disregard the contributions of these actors. The quality indicators presented by Ortigão 2005 were used to organize the information collected in the questionnaires, being able to separate them into indicators of contexts, processes and results, thus facilitating the understanding of the speeches and their contributions to the dialogue between education, sport and quality. We realized that process indicators play a major role in the interpretation of the research results, highlighting the good relationship that sport has with students and teachers, being a motivating factor for the student's relationship with the school. However, the distancing of the group of teachers from the Common Core with the Coaches appears as a worrying factor for the interaction and motivation of the school's faculty. It was also noted that polyvalence presents a relationship of apparent discomfort when mentioned by teachers, pointing out their difficulties in acting in disciplines other than their graduation. The students, on the other hand, considered it a good proposal. Therefore, this research seeks to translate the feelings of those who stage politics, listening to their contributions. In an attempt to bring the context of policy production closer to the context of practice, that is, what is actually translated and interpreted at school. We hope to contribute in this way to the current debate on the quality of education, signaling indicators capable of expanding discussions on the subject. Moving away from the misleading idea of academic performance as the only means of measuring the quality of education.