Implementação do plano de recomposição das aprendizagens e a qualidade da educação básica em Minas Gerais

Abstract

This study was developed within the Professional Master’s Degree Program in Management and Evaluation of Public Education at the Federal University of Juiz de Fora (Caed/UFJF). It aimed to understand the implementation of the Learning Recovery Plan (PRA) in the State Department of Education of Minas Gerais (SEE/MG) and its development in schools in 2023. The PRA was proposed to mitigate the negative impacts on education arising from the context of the covid-19 pandemic. From the analysis of this purpose of the PRA based on formal assessments of learning, the research question emerged: how has the implementation of the PRA/MG occurred within the Central Management Body of education in Minas Gerais? In this context, we pursued the general objective of investigating the implementation of the PRA/MG within SEE/MG, with specific objectives serving as methodological dimensions for the research: a) to analyze and describe the PRA as an educational policy and the context of its implementation; b) to understand the implementation of the PRA/MG from the perspective of educational policy managers; and c) to propose an Educational Action Plan to contribute to overcoming the challenges identified in this research. The research included documentary analysis, semi-structured interviews, and discussion circles. Participants in this study included: a) two educational analysts who contributed to the writing of the guiding document of the PRA; b) an analyst who coordinated the team of the Central Pedagogical Management Nucleus (NGPC); and c) other teachers and educational specialists from the NGPC team. A literature review was conducted on the pandemic and education, as well as on educational policies; support and theoretical references were sought in literature, notably from Paulo Freire's works, as well as in concepts by Campos (2013) and Charlot (2014). Among the results of this study, we highlight the importance of active and proactive participation in schools, periodic training for teachers, and ongoing updates on the use of digital technologies. Based on these results, the proposed Educational Action Plan (PAE) encompasses three actions as alternatives to improve teaching and learning outcomes. It is hoped that this will contribute to the studies and practices aimed at enhancing the quality of public education.