O programa de intervenção pedagógica em duas escolas estaduais de Juiz de Fora: sucessos e entraves

Abstract

This thesis analyzes the situation of two state schools in Juiz de Fora city, one of them with low performance in Assessment Program of Literacy – called in portuguese PROALFA considered strategic school, and another who improved their proficiency in the same program from 2010 to 2011 and reached the goals proposed by the State Department of Education of Minas Gerais, searching to identify school practices that may contribute to explain this difference results from the implementation of the Educational Intervention Program / Literacy at the Right Time - PIP / ATC (Portuguese Abreviations). The interest in the subject of the research is justified by the fact that despite the state government's investment in training and materials, with a focus on literacy, we still have many schools considered strategic, which are schools that have ten or more students with proficiency below the recommended level evaluations of PROALFA, which means, with low or intermediate levels of literacy. Within the qualitative research was conducted a case study that examined the influence of Pedagogical Intervention Program for planning and directing the actions of literacy teachers of the schools mentioned above. We investigated the importance given by the manager to the actions and program materials given by SEE / MG ( State Departament of Education of Minas Gerais) and possible obstacles in the development of the program which may indicate the need for adjustments and restatements of the same, in other words, an analysis of the management of PIP (Abreviation in Portuguese for a program in Education) was done inside the schools. The results indicated that the PIP / ATC has influenced schools to develop actions that has been interfering in the condition of literacy students taking as basic motivator of change the monitoring of students learning via external evaluations, in other words, it is the school evaluation that is mobilizing schools. The survey also identified points of dichotomy between strategic school and the school that is not in this condition. The main points are: school manager leading the discussion of PIP in school X and school manager who acts as a co-participant in the implementation of the PIP; greater frequency in the training X less frequently in the training and PIP focused on specific actions in the classroom based on X PIP based on more general interventions, although the data analyzed in this last point are less consistent.