A atuação do inspetor escolar durante o processo de implementação do Programa Jovem de Futuro: um estudo de caso na Superintendência Regional de Ensino de Montes Claros

Abstract

The present work aims to analyze the performance of the School Inspector - IE during the implementation process of the Jovem de Futuro Program (PJF) at the Regional Education Superintendency of Montes Claros (SRE). We sought to identify the difficulties encountered by the IE in directing the actions carried out by it in the PJF. In the end, actions will be proposed that enable the Montes Claros SRE IEs to resolve the difficulties encountered. The research will be based on the theoretical framework of authors who are references in the areas of public policies, such as Condé (2012), Mainardes (2006), Balduino (2020), Carvalho (2012), Freitas (2003), among others who contributed to the proposed reflections. Still anchored in them, the process of development and implementation of these policies in Brazil and in which contexts these policies are established will be discussed. We will discuss the policies that come from the third sector, addressing how the Jovem de Futuro Program relates to these concepts. After the bibliographical study stage, data collection was carried out in field research, carried out through an interview with nine school inspectors who work in schools where the Jovem de Futuro Program was implemented and with two school managers who participated in the implementation of the PJF. Subsequently, after analyzing the information collected in the interviews, a questionnaire was administered to the other inspectors who work at the Montes Claros SRE with the aim of confirming the notes raised in the interviews. Data analysis was carried out considering the interview notes and responses from the largest number of questionnaire respondents, which made it possible to verify which issues were experienced by all research participants. In the research it was evident that the IEs who work at SRE/Montes Claros experience a work overload in the exercise of their function, and the PJFs actions add to this overload, however the IEs see the program as positive actions that help to systematize the school practices. The research provided subsidies for the construction of the Educational Action Plan (PAE), which details the proposals for actions aimed at resolving the identified difficulties, the main ones being team improvement, integration of work with SRE pedagogical analysts and dissemination of the PJF proposals.