PARALLEL LEARNING RECOVERY AND ITS CHALLENGES IN THE CONTEXT OF A VOCATIONAL SCHOOL: A CASE STUDY OF EEEP FRANCISCO PAIVA TAVARES

Abstract

This article analyzes the process of parallel learning recovery at EEEP Francisco Paiva Tavares through a case study involving teachers and students from the Integrated High School with Professional Education. The study aimed to understand the perceptions of those involved and evaluate the effectiveness of the strategies adopted to address learning difficulties. Questionnaires with objective and subjective questions were applied to thirteen teachers and fifteen high-performing students. The results revealed progress in the organization and accessibility of learning support, but also pointed to challenges such as overload in the school routine, students’ misinterpretation of the process, and difficulties in maintaining consistent engagement. The analysis highlights the importance of aligning pedagogical practices with the principles of formative assessment and equity, promoting recovery as a meaningful learning opportunity rather than merely a means of grade compensation.