Os desafios do acompanhamento das instituições de Educação Infantil: o caso da Secretaria Municipal de São Luís - MA

Abstract

This dissertation is developed within the scope of the Professional Master in Management and Evaluation of Public Education at the Center for Public Policy and Evaluation of Education at the Federal University of Juiz de Fora (CAEd/UFJF). The studied management case aimed at investigating the limitations and possibilities of the follow up practices performed by the technical-pedagogical team of the Early Childhood Education Area’s Superintendency – SAEI – to better serve the early childhood education institutions in São Luís/MA. The study’s specific objectives were: to describe and to analyze SAEI’s pedagogical follow up actions in its limitations, intending to strengthen the technical-pedagogical team’s performance with managers, pedagogical support teachers and teachers in early childhood education institutions; and to propose an action plan that aims to potentialize the technical-pedagogical follow up of SAEI in early childhood education institutions. In this case study, a qualitative approach was taken using the following data production instruments: bibliographic survey, documentary analysis and semi-structured interviews conducted with a sample of both SAEI’s and the management team of the Centro sector schools’ professionals. The theoretical discussion on quality in early childhood education was supported by the contributions of Corrêa (2003), Campos et al. (2011) and Moss (2011) in addition to educational legislation and publications by the Ministry of Education. The pedagogical follow up axis was theoretically supported by Luck (2009, 2013), Vaitsman, Rodrigues and Paes-Sousa (2006), Bhering and Abunchaim (2014) and Dias (2014) in addition to publications by SEMED-São Luís. The study verified that SAEI’s pedagogical follow up team has limitations of systemic nature and of internal organization in relation to its performance in the institutions, and these limitations represent challenges to improve the quality of this action in early childhood education. In this context, an action plan was elaborated with proposals that met some of the specificities of SAEI’s organization, in terms of follow up practices guiding documents, training and circulation of information and proposals that included the pedagogical approach of SAEI with the surveyed schools of Centro sector’s pedagogical teams a priori as a pilot project. These actions aim to contribute to the improvement of the performance of SAEI’s pedagogical follow up with the early childhood institutions of the municipal school system of São Luís.