Os desafios dos programas de correção de fluxo na Rede Pública Municipal de Teresina - PI

Abstract

This dissertation is developed in the professional master degree in education management and evaluation in the Federal University of Juiz de Fora (UFJF). The studied management case will discuss which fator concur to the age-grade distortion permanence in the contexto of four mucipal schools in Teresina in spite of the implementation of the flow correction during 16 years. This study objectives are: Analysing the factors that concur to the age-grade distortion permanence in the initial grades of elementary school inside four municipal schools in Teresina (PI) where the flow correction programs named “Se Liga” and “Acelera Brasil” have been developed in 16 years; know age-year distortion rates and school performance indicators in the national, state and local context; identitying the factors that concur to the age-grade distortion permanance in relation to the programs implemented to the flow school correction; check the school flow correction programs “Se Liga” and “Acelera Brasil” used in the age-grade distortion coping; and then proposig an actiong plan to mitigate the problems based on what was found in the research. We assumed as hypothesis that the studied schools still have that problem even developing the flow corretion program since 2001 due to the difficuties faced by school managers to cope a set of variables related to distortion like not literacy in the recommended age, reproof, abandon and school dropout. The flow correction programs may be guiding school to not worrying about the age-grade distortion, directiing schools to a wrong understanding where the problem solution is reduced to the students service with lag only. The programs by themselves can not fight the age-grade distortion in a long-term, thus those programs may have been developed in a isolated school space, not integrated to others programs. First, it was veryfied that the programs have objectives, methods and routines well defined. They count with informative guidelines that predict ordered monitoring and execution using managerial analyse tools and systematics visits. However, with little variation, the no-approval and age-grade distortion rates are still worrisome, specially in the 3rd, 4th and 5th grades. To the study, a qualitative-quantitative approach methodology was defined. It was done a case study. As tools of data collect, it was used interviews with school managers and the coodinators of program, besides documentary analyses.