Plano de recomposição das aprendizagens: desafios e possibilidades na implementação do programa na Escola Estadual Martin Cyprien

Abstract

This dissertation was developed within the scope of the Professional Master’s Program in Education Management and Evaluation (PPGP) at the Center for Public Policies and Education Evaluation of the Federal University of Juiz de Fora (CAEd/UFJF). The management case studied addresses the Learning Recovery Plan (PRA) as a public policy for mitigating learning gaps, implemented across the school network of the Minas Gerais State Department of Education (SEE/MG), and the challenges and possibilities in the implementation process of the program at Martin Cyprien State School, located in the city of Divinópolis, MG. In this sense, the guiding question of this case study was: What are the challenges in implementing the Learning Recovery Plan at Martin Cyprien State School? The general objective of this investigation was to analyze the implementation of the PRA at Martin Cyprien State School, and the specific objectives were: (i) to describe the implementation of the Learning Recovery Plan at the school and the pedagogical actions involved in the process; (ii) to analyze how the Learning Recovery Plan was implemented at Martin Cyprien State School in order to support pedagogical practices and planning; and (iii) to propose practices and strategies to teachers and school administrators aimed at improving the actions of the PRA. To this end, a qualitative methodological approach was adopted, using semi-structured interviews with administrators and questionnaires with teachers at the school as data collection instruments. The rationale for this research lies in the fact that previous public policies and basic education evaluation initiatives implemented at the school under study proved to be ineffective, as they brought little change or mobilization to pedagogical practices, especially regarding the analysis of external assessment results. The objects of study included documents that certify the operationalization of the PRA at the school, such as reports, guiding documents, spreadsheets, and portfolios, among others. The research pointed out that the main obstacles related to the implementation of the Learning Recovery Plan at Martin Cyprien State School were: workload, lack of time/engagement of teachers, and the simultaneity of multiple pedagogical projects. Based on the analysis of the research results, an Educational Action Plan (PAE) was proposed, aimed at suggesting actions to improve the implementation of educational programs directed at learning recovery in the school under study, ensuring their feasibility in terms of the institution’s pedagogical planning.