Avaliando a implementação do Programa de Intervenção Pedagógica / Alfabetização no Tempo Certo (PIP/ATC): estudo de caso da SRE “Zona da Mata”

Abstract

This study aimed to evaluate the implementation of the Pedagogic Intervention Programme / Literacy in Right Time (PIP / ATC) in an Education Regional Superintendent, here called SRE "Zona da Mata". The PIP / ATC, strategic policy of the State Government, has the aspiration that all children read and write until eight years old. Its activities are structured from the Proalfa results, systemic evaluation, applied annually to the graduating students of the Literacy Cycle. The analyzed regional is gradually presenting low results compared the state average, in spite of peculiar characteristics that favor him in PIP implementation. In this sense, this work proposed to investigate possible relationships between the SRE performance and how the program is implemented in schools, which report the function of Regional Team (ER). The research, qualitative basis, developed as a case study, combining methodological tools such as document analysis, the use of questionnaire and interviews with actors in the PIP implementation in the SRE and schools. In order to evaluate the implementation, comparing the program design with the actions actually executed, contingencies proved particularly related to low systematization of the ER work routine. Data analysis shows the management implication in this context, since the low institutional control makes room for the discretionary exercise of implementers, which without proper control, tends to move away from strategies originally designed. In this sense, the Education Action Plan (PAE) proposed here turns to the SRE Management Team performance, in order to strengthen the field staff operation in schools attendance. Proposing reorganizing some work routines and creating new strategies, PAE systematizes ideas, suggestions and models, seeking greater efficiency in PIP implementation.