Análise da política pública mineira de equalização de oportunidades educacionais: o projeto elevação da escolaridade – metodologia Telessala e a correção de fluxo

Abstract

The present dissertation was developed within the scope of the Professional Master in Management and Evaluation of Education (PPGP) of the Center for Public Policies and Education Evaluation of the Federal University of Juiz de Fora (CAEd/UFJF). This study has the ambition of analyzing the Minas Gerais’ public policy focused on equalizing the educational opportunities. To do so, it was studied the years between 2015 and 2018, centering on the operationalization and implementation of the Project “Elevação da Escolaridade”, which aims to elevate the school level, using the Telessala Methodology. This was one experience implemented by the government from Minas Gerais to correct the school flow during the final grades of Fundamental School. Firstly, the project was valid between 2016 and 2017, but it also continued in 2018. The initial diagnose discovered a high percentage of students among 15 and 17 years that presented more than two years of grade-age distortion at the state system. Because of that, the project planned to correct this school flow, through the offer of a different methodology for those last grades students. The evaluations occurred during the project pointed out as challenge the project monitoring, mainly the pedagogical one. That was a consequence of the proposal and the operational reality of the Educational State Secretary from Minas Gerais (SEE/MG). So, there were pointed the following objectives to be achieved: a) verify if the strategies defined by the SEE/MG from the project implementation respond to the social expectations for promoting an equal public education; b) make an updated evaluation about that implemented policy at the Minas Gerais State; c) propose interventions and actions to the implementation of future public policies aiming the equalization of educational opportunities, like the one related to the school flow correction. This research development follows a qualitative approach, with data collection about the challenges faced by the operationalization of this public policy. To do so, it was used a participative research, divided into two instruments: an interview with the analysts of the Central Organ of SEE/MG and on-line inquiries applied to the annalists working at the 15 Educational Superintendence (SREs), who were also part of the project during the 3 years. As bibliography, there were used studies made by Condé (2012) e Ball (apud MAINARDES, 2009), André (2013), Perez (2010), Setúbal (2000) e Lima (2015), and others. The theoretic conceptions adopted within this dissertation try, through the considerations of each author, to evidence the impressions about the Project “Elevação da Escolaridade” and, through the results obtained with the research, to suggest an Educational Action Plan (EAP). This EAP is focused on proposing effective public policies to the final grades of Fundamental School of the State System, for reducing inequalities and promoting the constitutional right of equal educational opportunities.