Da agenda à implementação: um olhar sobre as dinâmicas de interação dos agentes implementadores do programa de intervenção pedagógica/alfabetização na idade certa no estado de Minas Gerais

Abstract

This essay analyses the relation between the actions of the disseminating agents –Main Team of the Pedagogical Intervention/Literacy Program at Tempo Certo - PIP/ATC with the results achieved by public schools of the State of Minas Gerais within PROALFA –Programa de Avaliação da Alfabetização (Literacy Assessment Program, in English). A detailed study of the policy implementation phases, which focused on how the program structured and effectively actualized the work developed by the parties involved (Main Team/Regional Team/Managers and Teachers) of the three bodies involved in the program (SEE/SRE/SCHOOLS) has been carried out. The core questions that guided this study were the following: how the interaction among the aforementioned parties is achieved, and how the actions carried out by the Main Team affect the work performed by the Regional Teams, SEE mediators, and schools? Considering that the aim of the program is a transformation within the classroom by means of capabilities for an improved performance of literacy teachers, the choice of this scope relies on the recognition that such event promotes dialog between the practice performed and the theories that pervade their respective actions. Accordingly, it is believed to be equally important to consider the extension of these moments to the other parties, particularly the Main Team, as they are the agents that create the Regional Teams that systematically work in the schools along with teachers and managers. On account of that, we had to know the Main Team service proposal noting that the team recognizes as inherent to the exercise of their capabilities the practice of service education, in opposition to what we hereby seek to defend as far as an adequate continuous education based on permanent dialog between theory and practices concerned. Nevertheless, it has been shown that there is no continuous education project that regards the professional improvement of the Main and Regional Teams that advise schools as to program implementation. Therefore, this entire work has been looked at as a support for the proposal of an educational projector the Main Team, aiming at expanding their professional abilities so that they can effectively act as trainers of Regional Teams, expecting that from the discussions arising therefrom, such Regional Teams may be able to improve their performance along with school professionals, strengthening the pedagogical, administrative and relational leaderships in connection with this program.