Projeto acelerar para vencer (PAV) – desafios e possibilidades

Abstract

The Project Speed to win – Acelerar para Vencer (PAV), deployed by the State Secretariat of Education of Minas Gerais is recent, and therefore the research on impacts and reflexes are still scarce. The PAV is a project that provides a differentiated methodology based on accelerated learning, with a view to correcting the distortion age-series. Geared toward students with more than two years of distortion, the project comprises two modules, the PAV I geared toward the elementary grades and the PAV II, directed the elementary school finals series. This work was developed in the form of an Educational Action Plan (PAE), proposed by the Graduate Program in Professional management and evaluation of public education. PAE is a case study of educational management, in order to analyze a given situation and presents itself as an innovative modality in its format, to present a plan of action according to the context and the problems identified. This Educational Action Plan (PAE) aims to analyze the project, having as a field of study in management at local and regional levels of education. For this purpose, we analyze the implementation of the project in two schools of the West Centre de Minas Gerais, belonging to different regional superintendence. The choice of these schools gave because harboring beyond project, high school, the fact this that facilitated the quantitative verification of students ' schooling from the PAV that joined the first year of high school. Moreover, the choice of two schools belonging to different regional superintendences was conducive to analysis of how information is passed on to the local level. The choice of the superintendencies was motivated by the desire to know the reality of regional near the context of my professional practice. The quantitative check of students ' transition from PAV high school revealed that more than half of these students are evading or are disapproved. This fact led us to fetch the data state, through the Board's database of Educational Information of the State Secretariat of education. Data verification results similar to those presented by State schools investigated. This result goes against the search starting hypothesis, namely that although solve the distortion age-series in elementary school, the problem moves to the high school, since students coming from project content and have just come off by rerouted or being disapproved. In addition, the findings contradict the purposes presented by the project, whose main focus is learning and the role of managers by means of pedagogical management of the project. Before the table, new hypotheses and questions whether perpetrated by, among they doubt whether the implementation in schools examined would be corresponding to the policy envisaged. To respond to new questions, we start from a qualitative research, conducted through interviews and questionnaires, with directors, supervisors, teachers and regional coordinators of PAV from both schools and might show some problems involving from the formulation to the implementation of the project, revealing, therefore the need to recast, along with other actions aiming to implement a conception of inclusive education and quality, forward-thinking, so acceleration classes no longer if necessary. This reformulation is what we proposed as Educational Action Plan.