O processo de apropriação de políticas públicas pelos professores em uma escola mineira: possibilidades e desafios

Abstract

The management case discusses how educational public policies reach a mining school, reflecting on how they have been understood by teachers, ie, if and how they have contributed to pedagogical practices. We argue, in confluence with a well-established theoretical field, that a consistent policy cycle is one that finds meaning in the operationalization of proposals in schools. There are many factors that cause discontinuities of public policies, among them, we highlight the relationship between government and state policies. Despite this finding, we understand that teaching thinking around policies is a factor to be considered in processes of analysis of permanences and / or changes in political frameworks operated in schools. We work with the hypothesis that there are teachers in the school investigated who could not yet reflect on the potential of educational public policies, such as: Common National Curriculum Base, Minas Gerais System of Evaluation and Equity of Public Education and Pedagogical Itineraries of Minas Gerais, perhaps due to the lack of knowledge them. We also hypothesize that managerial actions based on the understanding of how educational public policies arrive at school may contribute to reduce gaps in the learning process. We used as theoretical support the studies carried out by authors such as: Avelar (2026), Ball (2016), Mainardes (2006), Oliveira (2014), among others. In this reflexive line, we define as a research question: how has the appropriation of educational public policies by teachers of the Barão do Rio Branco State School been carried out? We define as general objective to understand possibilities and challenges of the process of appropriation of educational public policies in a state school of Minas Gerais, considering the perspective of teachers, seeking to operate with the data to (re) define managerial actions aimed at improving learning. The specific objectives that contribute to the understanding of the management case are: i) to identify evidence of the management case of the Barão do Rio Branco State School, investigating the process of appropriation of educational public policies among teachers; ii) analyze how the teachers of this school have appropriated contemporary public policies, identifying possible effects of this appropriation on the practices operated in the investigated school; ; iii) to propose an action plan for the constitution of a management attentive to the potentialities of the process of appropriation of educational public policies, in dialogue with practices based on teaching experience. To obtain the survey data, we applied two unidentified questionnaires with distinct and complementary objectives at different stages of the survey. In the first, we mapped among the professors of the institution investigated how they understood the policy of large-scale evaluation. Based on clues about the process of appropriation of this policy, we proposed the second instrument, which made up the subsequent stage, in which we investigated how these professionals had been appropriating other policies in teaching actions. Both evidences were problematized in the third stage of the research, structured by means of a Conversation Wheel, aiming to discuss possibilities and limits of the appropriation of the listed public policies. After analysis, we found that, both in the questionnaires and in the Conversation Wheel, the teachers were unaware of the specificities of the educational public policies that arrive at school and, to the same extent, which it would be necessary to implement managerial actions focused on strengthening the pedagogical. In this sense, we present an Educational Action Plan based on collaborative management, based on the expansion of spaces for study, discussion and reflection in the researched school for the critical appropriation of educational public policies aimed also at the development of people management and collaborative work.