AULAS PARALELAS COMO INTERVENÇÃO PEDAGÓGICA PARA A REDUÇÃO DA DEFASAGEM ESCOLAR

Abstract

Abstract

School lag is a significant obstacle in the Brazilian educational context, impacting students' academic development and progression. Many students enter elementary school without essential skills in reading, writing, and logical-mathematical reasoning, hindering their ability to assimilate curricular content. In this regard, this study investigates the impact of parallel classes on student learning, analyzing their effectiveness and the challenges faced in their implementation. The research adopts a qualitative bibliographic approach, based on a review of scientific literature published between 2022 and 2025, including indexed articles, academic books, and institutional documents. The findings indicate that parallel classes, when structured and adapted to students' needs, contribute to learning recovery and reduce school dropout rates. Furthermore, challenges such as adequate teacher training for the use of this strategy and the need for public policies to enable its effective application are highlighted. The study concludes that the implementation of parallel classes should be accompanied by innovative pedagogical strategies and continuous support for educators, ensuring greater educational equity and fostering the inclusion of students with learning difficulties.

Keywords: School lag; Learning; Parallel classes; Pedagogical intervention; Teacher training.