A implementação do Projeto Acelerar para Vencer (PAV) em uma unidade escolar: das intenções às ações

Abstract

The aim of this research is to analyze the effectiveness of the implementation of the Project Acelerar Para Vencer (PAV, in Portuguese), from 2009 to 2012, and its relation to a school unit belonging to the Regional Superintendency of Education (SRE, in Portuguese), of São João del-Rei, aiming to verify which actions by the school manager of the studied school have contributed to the effectiveness in implementing the project. PAV is constituted as a strategy to attend to Basic Education students with two or more years of age distortion in relation to the adequate grade. Its mains goals are to increase the student’s average proficiency levels and to reduce the age/grade distortion. The present research reveals, however, that the goals established in the documents which structure the project have not been met. In order to conduct the research we selected a school which has had PAV classes since 2009, Such choice is associated with the good results obtained by the institution regarding the policy, highlighted by the Assessment Program of the Public Network of Basic Education (PROEB, in Portuguese) and by the lesser levels of evasion and absence in the project. It is a school that, under the researched jurisdiction, presents less problems regarding the PAV’s implementation. The research was developed by means of non participating observation, surveys being conducted among students and parents, focal group and conducting of interviews with the project’s teachers, Specialists in Basic Education (EEB, in Portuguese) and the school manager. The professionals from SRE/SJDR integrate the group of research actors, considering their role in mediating the policies fomented by the SEE/MG and their implementations in the state schools. The analysis of the results is conducted from two categories which have evolved as a motto of the discussion surrounding PAV’s curricular proposal and the contradictions of the policy. The methodological instruments and theoretical references subsidized the confirmation that the PAV has not reached its goals due to its inadequate implementation, having been a policy implemented in a less than democratic way, due to the difficulty in accepting of the continued progression regimen by the teaching staff, due to the absence of a pedagogical posture by the school manager to act in the PAV and by the lack of knowledge, by the professionals who work directly with the project, of their structuring documents and, consequently, of tits premises, goals and orientations. From the results observed, we propose an action plan which involved the training of school managers with a focus on the pedagogical management and for the teachers with an emphasis in the construction of a curricular proposal for the project. To the school and the SRE/SJDR, considering its specificities we propose actions which promote a more effective implementation of the PAV. We also suggest, never losing sight of the contradictions observed in implementing the policy in question, proposals to the SEE/MG which may adequate the guidelines contained in the official documents to the practice’s context.