Funcionamento da Banca Permanente de Avaliação do Cesec de Ibirité/MG: um desafio à gestão

Abstract

The present dissertation was developed in scope of the Post-Graduation Program in Management and Evaluation of the Public Schooling (PPGP) in the Center of Public Policies and Evaluation of the Education at Federal University of Juiz de Fora and discussed the possibilities of optimization of the functioning logistic of the Permanent Examining Board (BPA) of CESEC (State Center of Progressive Education) of Ibirité (Minas Gerais State) which has as a goal the certification of the candidates to the High School and Elementary School. The high failure rates and abstentions during the evaluation days guided the work. The main goal was understanding the possible influences of the achievement logistics of the Board on the approval/disapproval of candidates, offering, in the Educational Action Plan (PAE), strategies which aim at offering a service model that comes to provide a greater number of vacancies and a better clarification on the evaluations, thus enabling an improvement in the level of approvals and decreasing the dropout candidates. Chapter 1 presents a contextual view over EJA (Young and Adults Education): its legal substantiation, relevant aspects of its historical background and its development in the country, also bringing an analysis of the national certifications and mainly an institutional analysis over the CESEC of Ibirité and the certification process at BPA where are observed the space characterization, the mission, the goals, the applied methodology, the evaluation, the involved actors' profiles at CESEC, with emphasis on the ones who work in the Board. In chapter 2 we develop a theoretical contextualization about the EJA certification and the symbolic power of the certification exams, ending with the methodological proposal in which we use a research of qualitative approach and, as methodological instruments, a collective interview with the Board teachers, with the Technical Support Assistant (ATB) who works with the Board and the vice director, beyond the application of a semi-structured questionnaire to the candidates. The results of the research show the dissatisfaction of the candidates concerning the lack of courseware which could guide them during the preparation for the exam and about the practicality of the scheduling and also complaint about the lack of autonomy of the Staff of the Board on the preparation of the evaluations as well as the not qualified Staff for the developing of the work. Thus in the chapter 3 we present an Educational Action Plan structured by 3 actions: physical space structuring of the school, appreciation of educational actors and pedagogical interventions. The actions search for: reformulation of the evaluations, greater autonomy of the Board Staff, availability of courseware through the site of the Board, scheduling and unscheduling evaluations through internet, appreciation of the educational actors, day and schedule of the more compatible with the time of the candidate. These perceptions were ratified by the candidates and the Board Staff, evidencing similar visions over the studied thematic.