A Implementação do Programa Novo Mais Educação na Rede Municipal de Ensino de São Luís: os desafios da gestão articulada

Abstract

This dissertation was developed within the scope of the Professional Master's in Education Management and Evaluation at the Center for Public Policy and Education Evaluation at the Federal University of Juiz de Fora (CAEd/UFJF). We investigated the context of weaknesses in the implementation of the New More Education Program (NMEP) in the Basic Education Units of the São Luís Municipal Education Network, considering the distance between the actions directed by the Municipal Coordination and those carried out within the schools. The investigation is justified by my work as an Education Specialist, based at the Secretariat, in a sector linked to the Superintendence of the Elementary School Area, responsible for coordinating the NMEP. The role I perform in this sector is that of pedagogical coordination in which, among other duties, the main activities are technical support for the program. The guidance of the study was based on what actions can be developed by the NMEP Municipal Coordination to solve the difficulties in the policy implementation process. Thus, we aim to investigate the implementation of the NMEP in municipal schools in São Luís, with a view to improving technical and pedagogical support, as support for the articulated management of actions within schools. Therefore, some specific objectives were designed: describe and investigate the process of technical and pedagogical monitoring of the implementation of the NMEP; analyse, based on data collected in the research, the difficulties encountered in the process of implementing articulated management in line with the objectives of the Program; and to propose ways to improve this monitoring of the Program's pedagogical management in school contexts. Theoretical reflections were organized in three axes of study: integral education as a public policy, the challenges of articulated management in the execution of programs and the monitoring and pedagogical accompaniment in the context of integral education. Such axes are based on studies by authors such as Oliveira (2010); Riani (2013); Souza (2006); Castro, Gontijo and Amabile (2012); Condé (2012), Mainardes (2006), Lück (2000 and 2009); Coelho and Linhares (2008); Machado and Miranda (2012); Gadotti (2009); Alarcão (2001), Dourado (2006), Vaitsman, Rodrigues and Paes-Sousa (2006). We adopted the qualitative methodology, based on a case study, using semi-structured individual interviews with managers, articulators, mediators and facilitators as data collection instruments. The analysis of the results of this research supported the elaboration of an Educational Action Plan (PAE) that seeks to minimize the problems found in the process of implementing the New More Education Program in schools in the São Luís Municipal Education Network. Therefore, this investigation enabled the analysis of the applicability of this public policy, considering the aspect of technical and pedagogical monitoring of the implementation of the NMEP, as well as the movements that this policy has triggered in school contexts, the role of management in the integration of this policy with the other actions of the school and the relationships that the school community has with it.