Quality Management in a Pre-university Preparatory Course

Djanelene Cristina Amancio de Melo; Marilda Aparecida Soares

DOI: 10.22167/2675-6528-202602830

Article derived from a Final Course Work (TCC), with content based on the student’s original work and adapted to the editorial format of the E&S Magazine with the support of the ResumeAI tool, an artificial intelligence solution developed by the Pecege Institute for textual synthesis and organization.

Abstract

This study investigated the demotivation of teachers and students in a community pre-university preparatory course in the East Zone of São Paulo. The objective was to apply Quality Management tools, such as the Cause and Effect Diagram (Ishikawa) and Brainstorming, to diagnose and propose solutions for this issue. A case study with a qualitative and quantitative approach was adopted. Data were collected through structured questionnaires applied to 22 collaborators and 350 students, in addition to a brainstorming session with the management team. The data were analyzed to identify causal variables and categorize problems. The results revealed that demotivation was multifactorial, with critical points in people management, physical infrastructure, teaching methods, and materials. A high rate of burnout among volunteers and a gap in students’ basic schooling were identified. Student perception of teaching methods was predominantly positive (85% satisfactory/excellent), but work fatigue (35%) and insecurity with basic content (62%) were obstacles to participation and motivation. Complaints about external noise and insufficient ventilation affected 70% of respondents. It was concluded that the application of these quality management tools is a viable methodological strategy to improve the institutional efficiency and social impact of the preparatory course. The professionalization of management, even in social and volunteer contexts, proved essential for the project’s sustainability and the democratization of access to higher education.

Keywords: Democratization of education; Popular education; Case study; Quality management; School management.

1. Introduction

The history of Brazilian education is marked by social inequality, exclusion, and elitism, presenting a strong aspect of commodification (Aragão et al., 2015) and imposing great challenges for access to higher education, especially in public universities. In this context, preparatory courses for entrance exams emerge with the purpose of democratizing access to higher education, offering opportunities to less favored social strata through student awareness and in response to demands such as social and racial quotas.

The objective of the pedagogical practices of popular pre-university preparatory courses is to prepare young people from historically excluded segments of higher education, including popular and Black populations, for passing the university entrance exam and for good performance in the National High School Exam (Groppo et al., 2015). These community-based preparatory courses gained educational and political momentum in the 1990s, driven by social movements, such as the Landless Workers’ Movement and Black movements, like the Pre-University for Black and Needy Students. Such institutions aim to combat educational exclusion and promote social justice, functioning as an essential decolonial pedagogy for the emancipation of young students (Cuaspa Ropaín, 2019). The Quota Law (Brazil, 2012) and the Diversity in University Program (Law No. 10.558/2002) reinforce the relevance of these spaces in democratizing access.

In addition to its social bias, a community preparatory course needs efficient management for its objectives to be achieved. The incorporation of management tools is not just a fad, but a necessary integration of new concepts to ensure institutional survival (Cordeiro, 2025). Business management practices in environments where education is the main object are common and bring profitable results. For Domingos (2024), quality management in education should be viewed from theoretical approaches that consider the particularities of the school environment.

Quality Management, when applied to popular preparatory courses, differs from the industrial or market logic, in which quality is centered on the product and its commercialization. In education, it focuses on the teaching-learning process and its social impact. In a community preparatory course, quality takes on an ethical dimension, meaning ensuring that, even with limited resources, the process is standardized, the environment is welcoming and motivating, and that material and human resources are optimized to prevent school dropout and ensure the quality of the education offered, resulting in the approval and inclusion of as many students as possible. The evaluation of school performance serves as a compass for educational management, allowing for adjustments that favor learning (Sousa, 2013; Dias and Melão, 2009). It is fundamental that management in community-based institutions seeks what Silva (2009) and Sordi et al. (2016) call social quality, avoiding the risk of the quality discourse becoming a conservative rhetoric based on cold performance indicators (Gentili, 2012). Tools such as the Cause and Effect Diagram (Ishikawa, 1993) and brainstorming are essential for strategic management (Rosa, 2012) that does not lose sight of the social function of the project.

The demotivation of teachers and students in community preparatory courses, such as the one studied, located in the East Zone of São Paulo, is a multifactorial problem, which manifests as a symptom of operational failures amenable to technical correction. The professionalization of management, even in environments of a social and voluntary nature, is the way to guarantee the sustainability of the educational project and the effective democratization of access to higher education. This case study, therefore, is justified by providing a diagnosis of perceptions about infrastructure, content, and methods, serving as a factor for reflection in making assertive decisions.

The work reaffirms the complementarity between educational efficiency and social commitment, so that, by organizing internal processes and solving the causes of demotivation, management and the pedagogical team strengthen the transformative mission of the preparatory course. This positively impacts the reality of young people in the East Zone of São Paulo, through the establishment of adequate structural and didactic-pedagogical conditions, affirmative and inclusive practices, contributing to the democratization of access to education. The objective of this research is to collect data on the difficulties encountered by the school management of a community pre-university preparatory course and apply the Cause and Effect Diagram, with the purpose of verifying if it is possible, from the analysis of the collected data, to obtain concrete answers to the identified problems and, thus, guide decision-making and the implementation of improvements in institutional management.

2. Material and Methods

This study, exploratory and descriptive in nature, adopted the case study strategy, characterized as a methodological approach focused on the in-depth investigation of a phenomenon within its real context (Gil, 2018). The research combined qualitative and quantitative approaches, seeking to understand the management dynamics and the factors that influence motivation in a community pre-university course. The central objective was to collect data on the difficulties faced by school management and apply quality management tools to guide decision-making.

The unit of analysis was a community-based pre-college preparatory course located in the Tatuapé district, in the East Zone of São Paulo. This institution, which has been operating since 2004, is dedicated to preparing young people from the outskirts of the São Paulo capital for admission to technical and higher education. The choice of location is justified by the relevance of its social role and the need to improve its management.

The research participants were divided into two groups: the staff team and the student body. The team was composed of 27 individuals, including 2 managers responsible for pedagogical and administrative coordination, 23 professors, and 2 support professionals. Of the total team, 22 collaborators participated in the study, representing an adherence rate of approximately 81%.

The student body, in turn, had approximately 1,000 enrolled students, distributed in the morning, afternoon, and evening sessions. For the research, 350 students participated, which corresponded to a sample of 35% of the total number of students. All participants were healthy, legally capable, and unimpeded adults, and were selected by convenience, based on their availability and interest in contributing to the study.

For the primary data collection, a structured questionnaire was used, specifically designed for the institution under study. The questions directed to the teachers addressed their professional experience, participation, and evaluation as instructors in a pre-university preparatory course. For the students, the questions focused on their daily school life, their perception of the teaching-learning process, the didactics applied, and their aspirations regarding the preparatory course.

The application of structured questionnaires was carried out using the Google Forms tool, which allowed for the systematization and organization of the collected data. After collection, the information obtained was analyzed and debugged, preparing it for the subsequent stages of methodological analysis.

The data analysis technique employed was the Cause and Effect Diagram, also known as the Ishikawa Diagram or Fishbone Diagram (Ishikawa, 1993). This quality management tool was used to identify, organize, and analyze the causes that contribute to a specific problem, allowing for the visualization of cause-and-effect relationships and the determination of root causes (Carpinetti, 2012; Chiavenato, 2016).

To complement the application of the Cause and Effect Diagram and ensure precision in variable categorization, brainstorming was used, a group dynamics technique that promotes productive and collaborative discussion (Carpinetti, 2012). A brainstorming session was held with the management team, staff, and faculty, with the aim of identifying as many potential causes as possible related to the motivation of teachers and students.

The SEBRAE Quality Tools Manual (2025) served as the basis for systematizing the use of the Cause-and-Effect Diagram, guiding the categorization of variables and the organization of information. The consolidated data were inserted into the analytical tool for graphical representation of the causes and their interdependencies, grouped according to the main determining factors.

The ethical procedures were rigorously observed throughout the research. Structured questionnaires were sent to participants with the guarantee of free and informed consent, in addition to the confidentiality of their identities. The research was conducted with a commitment to protecting the privacy and confidentiality of all involved, ensuring the integrity of the collected data.

3. Results and Discussion

The investigation into the demotivation of teachers and students in a community pre-university preparatory course in the East Zone of São Paulo revealed a multifactorial scenario, where the application of Quality Management tools, such as the Cause and Effect Diagram (Ishikawa) and Brainstorming, proved effective in diagnosing and proposing solutions. The case study allowed for an in-depth analysis of the perceptions and challenges faced, highlighting that demotivation is not an isolated problem, but a symptom of operational and structural failures amenable to technical intervention. The findings confirm the relevance of professionalized management, even in contexts of a social and voluntary nature, for the sustainability and educational impact of the project.

The preparatory course under study, active since 2004 in the Tatuapé district, East Zone of São Paulo, plays a strategic role in preparing young people from the periphery for entry into technical and higher education. The team consists of 27 collaborators, including 2 managers, 23 teachers, and 2 support staff, who work in the morning, afternoon, and evening shifts. The student body comprises approximately 1,000 students, with the highest density in the evening shift, totaling about 500 students, which reflects the need to balance studies with the workday. The predominant sociodemographic profile is of low-middle and low-income young adults, graduates of the public school system, with family income of up to two minimum wages and a majority age range between 13 and 20 years. Historically, the institution maintains an average approval rate of 82% in institutions such as ETECs, FATECs, and other public universities.

Systematization and analysis of the collected data

The primary data collection involved a universe of 1,027 individuals, with the application of structured questionnaires to 27 collaborators and 1,000 students. A return of 22 collaborators was obtained, representing an adherence rate of approximately 81% of the team, and 350 students, corresponding to 35% of the student body. This sample provided robustness to the quantitative and qualitative analysis of educational and administrative challenges. The brainstorming session with the management team, associated with the questionnaire data, corroborated that demotivation among professionals and students is a multifactorial phenomenon, without a single cause, which justifies the systemic approach of quality management tools.

The preliminary application of the Ishikawa Diagram (6Ms) revealed critical points categorized into people management, physical infrastructure, method, and teaching materials. Regarding people management, a high rate of burnout was identified among volunteers, many of whom work double shifts. Furthermore, the lack of specific training to deal with students’ learning gaps was pointed out as a contributing factor to demotivation. This reality underscores the need for support and recognition for the team, according to Herzberg’s Two-Factor Theory, where the meaning of work is a fundamental intrinsic motivator.

The analysis of student perception regarding the clarity of teaching and the fulfillment of the syllabus indicated that 55% of the 350 respondents classified the pedagogical performance as satisfactory, and 30% considered it excellent. This totals a positive perception of 85% regarding the professors’ technical domain, suggesting that, despite resource limitations, the quality of teaching is well evaluated. However, the 15% who rated the teaching as regular or insufficient point to the need for methodological adjustments, especially in exact and natural science disciplines, in order to optimize the learning of all students.

Regarding the motivational factors of students, the data revealed that the prospect of approval in prestigious institutions is the main driver for 45% of students. However, a critical piece of data for quality management is that 35% of students pointed to fatigue derived from the workday as the main obstacle to motivation, directly impacting attendance, especially during the night. Complementarily, 20% of students highlighted pedagogical support and institutional reception as essential factors for keeping them engaged in the learning process, reinforcing the importance of emotional and pedagogical support.

The convergence of diagnoses between students and collaborators was notable. Of the 22 participating educators, 60% identified the gap in students’ school foundation as the biggest challenge for meeting the schedule. This need to revisit basic content from elementary education creates a paradox in time management, requiring additional effort to balance class leveling with the schedule required by entrance exams. While 18% of collaborators pointed to infrastructure as a point of concern, the issue of pedagogical lag remained the central axis of concern, demonstrating the complexity of educational management in peripheral contexts.

Complaints about classroom infrastructure were significant, with 70% of respondents considering thermal and acoustic comfort unsatisfactory. Of this group, 45% emphasized external noise as the main distractor, and 25% pointed to poor ventilation as the biggest nuisance. These factors make it difficult for faculty and students to concentrate at night, directly affecting engagement and the quality of the learning environment. Lighting and furniture were considered unsatisfactory by 15% of respondents, while another 15% considered the conditions satisfactory, indicating heterogeneity in perceptions.

Regarding the methodological aspects and learning conditions, students reported that the pace of the classes, excessively theoretical to meet the National High School Exam (ENEM) schedule, generated frustration in solving exercises. It was found that 56% of students perceived an excess of theory and a fast pace, while 30% considered the balance between theory and practice adequate. The lack of theoretical deepening was pointed out by 8% of students, and 6% had other opinions. This data suggests a mismatch between the pedagogical approach and the students’ learning needs, who seek a greater balance between theory and practice.

Regarding teaching materials, the research revealed the need for handouts and other supports more aligned with the reality of students in popular preparatory courses, with more accessible language and practical examples. The evaluation of the adequacy level of the language and contextualization of examples in the current handouts indicated that 48% of students considered the language too complex or not very accessible. Another 32% classified the material as regular, needing more practical examples, and only 20% considered it adequate to reality. These results reinforce the importance of adapting didactic resources to facilitate students’ understanding and engagement.

A crucial aspect investigated was the perception of classroom engagement. While teachers missed active student participation, students revealed that silence in the classroom was often due to insecurity, not lack of interest. The data showed that 62% of students felt insecure about basic or previous content, and 18% were afraid of asking “silly” questions or making mistakes. Extreme tiredness after the workday was an inhibiting factor for 12% of students, and 3% pointed to other reasons. This finding is vital for pedagogical management, as it indicates that the barrier to participation is not apathy, but the fear of exposing previous learning gaps.

The research confirmed the validity of the Cause and Effect Diagram as an effective tool for this context, allowing managers to visualize that demotivation is a symptom of operational failures amenable to technical correction. School management can act on fronts that minimize the impact of school lag, identified by 60% of teachers and 62% of students. The analysis of engagement in the preparatory course under study revealed that the internal motivation of managers and teachers is what has sustained the institution since its creation in 2004, unlike private institutions, where financial incentives may be the main motivator. In the community context, motivation is predominantly intrinsic, linked to the educator’s ethics and the political and social commitment to transforming the lives of young people from the periphery (Freire, 1996).

According to Herzberg’s Two-Factor Theory, while hygiene factors, such as infrastructure, ventilation, and noise, negatively assessed by 70% of the sample, generate dissatisfaction, what generates satisfaction and engagement is recognition and the meaning of work. It is vital that management is aware of the boundary between engagement and burnout, as literature on the Third Sector warns of the risk of romanticizing precariousness, where social purpose does not replace the need for technical and emotional support. Internal motivation needs to be fueled by partial victories, such as maintaining the 82% approval rate, which serves as positive feedback and fuel for the team’s resilience in the face of infrastructure and overload challenges, reinforcing the importance of strategic management (Rosa, 2012) that values both results and team well-being.

In summary, the results of this research demonstrate that the demotivation of teachers and students in the community pre-university course is a complex problem, rooted in issues of people management, infrastructure, teaching methods and materials, and the educational gap of the students. The application of the Cause and Effect Diagram, together with brainstorming, proved to be a robust methodological strategy for identifying these root causes and guiding decision-making. The findings reinforce that the professionalization of management, focused on social quality and resource optimization, is fundamental for the sustainability of the project and for the effective democratization of access to higher education, aligning educational efficiency with the institution’s social commitment.

4. Conclusion

This study sought to collect data on the difficulties faced by the school management of a community pre-university preparatory course and apply the Cause and Effect Diagram, with the purpose of verifying the viability of obtaining concrete answers to the problems of teacher and student demotivation, guiding decision-making and the implementation of improvements. It was found that demotivation was a multifactorial phenomenon, rooted in issues of people management, physical infrastructure, teaching methods and materials. A high rate of burnout was identified among volunteers, many of whom faced double working hours, and a lack of specific training to deal with students’ academic lag. Student perception of teaching methods was mostly positive, with 85% of students rating it as satisfactory or excellent. However, fatigue from the workday and insecurity regarding basic content were pointed out as the main obstacles to student motivation and participation. Complaints about external noise and insufficient ventilation significantly affected the learning environment, and teaching materials were considered complex or inaccessible by a large portion of students. The application of Quality Management tools, such as the Cause and Effect Diagram and brainstorming, proved to be a robust methodological strategy for diagnosing these root causes.

The main contribution of this study lies in demonstrating that the professionalization of management, even in social and volunteer contexts, is essential for the sustainability of educational projects and for the effective democratization of access to higher education. By organizing internal processes and solving the causes of demotivation, management and the pedagogical team strengthen the transformative mission of the preparatory course, positively impacting the reality of young people in the East Zone of São Paulo. Although the case study offers an in-depth diagnosis for the specific institution, its limitations include the direct generalization of findings to other contexts without additional validation. It is suggested that future studies explore the implementation of the proposed solutions, evaluating their long-term impact on student motivation and performance, and that the methodology be replicated in other community preparatory courses to broaden the understanding of quality management in popular education.

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Article originating from the Final Course Work of the Specialization in School Management of the MBA USP/Esalq

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