O papel da equipe pedagógica da superintendência regional de ensino de Almenara na melhoria da aprendizagem dos estudantes dos anos finais do ensino fundamental: uma análise das ações

Abstract

The present dissertation analyzes the actions of the pedagogical team of the Regional Education Superintendence of Almenara, and its guiding question is: what is the role of the pedagogical team of SRE Almenara in improving the learning of students in the final years of Elementary School in state schools under its jurisdiction? The general objective is to understand the actions of the pedagogical team of SRE Almenara for the systematic monitoring of the programs implemented by the State Department of Education and the actions carried out by schools to improve the learning of students in the final years of Elementary School. The specific objectives are: to describe the structure of SRE, identifying the pedagogical actions of monitoring and development of the learning of students in the final years of Elementary School; to analyze the monitoring actions carried out by the pedagogical team, identifying the strengths and difficulties faced; and to propose an action plan based on the evidence of the management case and the results of the analyses of the pedagogical actions of SRE. The research adopts a theoretical approach based on the contributions of Young (2002), Roldão and Almeida (2018), Leite (2000), who discuss curriculum; Bauer (2020), Blasis (2013), Fontanive (2013), Bonamino and Sousa (2012) and Silva (2019), who bring considerations about internal and external evaluations; and Weiss (2002), who discusses program monitoring. To construct this work, we used the qualitative methodology, with documentary, bibliographic and field research, with the application of semi-structured interviews and conversation circles. From the collection of evidence, we found that the pedagogical team is responsible for monitoring numerous programs implemented by the SEE and finds difficult to fulfill the actions of the annual planning due to the demands coming from the SEE, excessive bureaucracy with filling out forms and spreadsheets, lack of financial resources and means to carry out technical visits to schools. The Educational Action Plan (PAE) was prepared with strategies for feedback of research to the team; reorganizing the team; structuring a biannual action plan to guide the pedagogical team; proposing the reallocation of financial resources; and developing instruments to monitor the development of students learning.