A formação continuada dos diretores escolares no contexto da política pública das avaliações externas

Abstract

The current Action Education Plan, final stage of the professional Master’s degree in Management and Evaluation of Public Education, has as main goal to investigate the process of continuous training offered to head teachers, in the scope of SRE (Regional Superintendence of Teaching) from Coronel Fabriciano, analyzing whether this process has been promoting the development of technical skills necessary for data collection of external evaluations within scholar context. In this case, the evaluations of PROEB (Basic Education’s Public System Evaluation Program) and PROALFA (Literacy Evaluation Program), which are programs that are part of SIMAVE (Minas Gerais’ Evaluation System). For so, the continuous training is considered implemented through PROGESTAO (School Managers’ Online Capacity Program), as well as the others organized by the SRE from Coronel Fabriciano. The research methodology used was the analysis of documents referring to these programs, semi-structured interviews with different regional coordinators and head teachers and observing moments of continuous training of head teachers. Such work was accompanied by raising and study of a theoretical background, as well as allusive researches to new demand and challenge of head teachers with the public policy of external evaluation, since this is the coordinator of these evaluations in the scope of schools. Such bibliographic research was based on authors such as Lück, Burgos, Canegal, Brooke, Machado, Carvalho, Souza that greatly contribute for the understanding of the themes dealt in this work. The data shown here suggest the need of improvement in the process of continuous training of head teachers, since the use of the results of external evaluations is still inceptive. Hence, a proposal of continuous training is presented to be implemented to the head teachers of Coronel Fabriciano’s regional superintendence in 2013, with the purpose to get over the impediments concerning the competences linked to the management of educational results.