O plano de recomposição das aprendizagens na superintendência regional de ensino de Sete Lagoas

Abstract

This text was developed within the scope of the Professional Master's Degree in Education Management and Assessment (PPGP) of the Center for Public Policies and Education Assessment of the Federal University of Juiz de Fora (CAEd/UFJF). Therefore, this work followed the implementation of the public policy designed by the Department of Education of Minas Gerais, called the Learning Recomposition Plan (PRA), and had as its central research question: to identify and analyze the main challenges to the implementation of the Learning Recomposition Plan in the Regional Education Superintendence of Sete Lagoas. The general objective of this work was to analyze the difficulties in implementing the Learning Recomposition Plan in the Regional Education Superintendence (SRE) of Sete Lagoas. Thus, this work will have the following specific objectives: a) to describe the public policy designed and developed by the Minas Gerais State Department of Education (SEE/MG), the Learning recomposition Plan; b) to analyze the implementation difficulties observed in the Sete Lagoas SRE; and finally, c) to present a proposal for an educational action plan that aims to mitigate the difficulties encountered so that the policy can be implemented in schools with greater possibilities of success. The theoretical framework includes authors such as Howlett, Lotta, and Menicucci, who discuss the topics related to public policy cycles, their trends, actors involved, the most up-to-date discussions, especially in the post-pandemic scenario, and how these learning recovery policies can be measured in the results of the Basic Education Development Index (IDEB). In the methodological approach, the type of research chosen was descriptive with a documentary approach, with a qualitative focus, of an applied nature, based on the analysis of primary data such as reports, meeting minutes, weekly monitoring forms (FAS) of PRA's external activities, monthly monitoring forms (FAM) of PRA's internal actions and spreadsheets. All of these documents served to present information on how pedagogical practices occurred in the context of PRA application, as well as the analysis of secondary educational data provided by SEE/MG in 2023. After the documentary analysis, an Educational Action Plan was proposed to address the challenges encountered in implementing the PRA. Although the research focuses on the Sete Lagoas Region, it provides recommendations that may be relevant to other regions facing similar challenges. Finally, monitoring the implementation of the PRA in the Sete Lagoas Region brought observations about the importance of dialogue between the formulation and implementation of a public policy, as we can see in the Final Considerations, which aimed to answer precisely whether the implementation happened in a way that was faithful to its formulation and how this interconnection occurred and if it actually occurred and what challenges were encountered during this process.