Projeto Avança Aprendiz: uma análise da implementação na rede municipal de São Luís/MA

Abstract

This dissertation was developed within the scope of the Professional Master in Management and Evaluation of Education at the Center for Public Policy and Evaluation of Education at the Federal University of Juiz de Fora (CAEd / UFJF). The management case discussed the challenges and perspectives of the implementation process of the “Avança Aprendiz” (Go Forward, Apprentice) Project in the Municipal Network of São Luís. The starting point for the investigation was the historical context of the Brazilian national policy regarding the correction of the school flow, which was analyzed from the guiding documents of this policy. Theoretical support was sought in Mainardes (2006) and Condé (2012), who deal with the policy cycle; in Riani (2013), who addresses the concept of policy; in Setubal (2000), who deals with public policy and social policies; in Lück (2009), who addresses monitoring and follow-up; and in Tavares Júnior, Alvão and Neubert (2015), who deal with unequal distribution of resources and capital; as well as in the proposals and dissertations’ researches of the projects of acceleration “Avançar” – Advance – (AM) and “Elevação da Educação” – Ascension of Education – Telessala Methodology (MG). The study was guided by the following question: how are school flow correction policies being developed in the context of the “Avança Aprendiz” Project in order to face the age-year distortion problem? The general objective of the research was to discuss the implementation process of the “Avança Aprendiz” Project in the Municipal Network of São Luís. Specific objectives are defined as: to describe the main actions developed in the “Avança Aprendiz” Project in order to reflect on the determining elements that contributed to the work of students’ School Flow Correction; to analyze, from the data collected in the research, the implementation process of the “Avança Aprendiz” Project according to its Proposal; and to propose an action plan that intends to collaborate didactically and pedagogically with actions that can positively impact the progression of students’ learning, indicating, above all, guidelines and strategies that point out good learning situations for students with age-year distortion. We reiterate that the referred study contributed to the reflection on the current educational policy aimed at correcting the school flow of students who are late in school in order to provide access, permanence and learning for the continuation of school trajectory. For that purpose, we used as methodological proposition the qualitative analysis research, classified as descriptive, with bibliographic and documentary analysis methods. The semi-structured interview was used as research instrument, which was conducted with 6 teachers and 2 school managers who implemented the PAA, as well as with the Project Coordinator. The research results showed that there were many challenges faced during the implementation of the PAA. The fundamental aspects, such as continuing training, didactic material and monitoring of the project, suffered limitations during the execution of the Project. As a proposition, an Educational Action Plan was suggested, containing six actions that aim to contribute to the school flow correction policy, thus reducing the age-year distortion rates of São Luís’ municipal public education.