Desvendando os nós da equidade na aprendizagem: superando os desafios e impulsionando resultados no Ensino Fundamental da Escola Estadual Rodolfo Almeida

Abstract

This dissertation is developed within the framework of the Professional Master's Program in Education Management and Evaluation (PPGP) of the Center for Public Policy and Evaluation in Education at the Federal University of Juiz de Fora (CAEd/UFJF). The case study discusses the promotion of equity in learning at the Estadual Rodolfo Almeida School, in Formiga, Minas Gerais. To this end, it is necessary to understand the context of pedagogical practices that culminate in the promotion of educational equity based on the analysis of the results of educational indicators presented by the Minas Gerais School Assessment System, Simave. For this purpose, a qualitative case study methodology was used, and the research instruments included document analysis and systematic observation of official institutional documents, bibliographic research, and official educational indicator pages. Based on the axes that compose this empirical research, problems involving the promotion of educational equity in the learning process and the management of the curriculum, evaluation, and educational indicators were identified through data analysis. For this, the theoretical framework supported by López (2005), Lemos (2013), Fontanive (2013), Franco and Calderón (2021), Bauer (2020), Bonamino and Sousa (2012), Cóssio (2014), and Franco et al. (2007) was mobilized. The research identified that the Estadual Rodolfo Almeida School carries out some actions to promote equity in learning, however, these have not proven to be effective, highlighting the results achieved by students in the main educational indices of Brazil and Minas Gerais. Therefore, based on the diagnosis carried out, the Educational Action Plan (PAE) was developed, which explains the proposal, execution, and evaluation, to the school management, of measures aimed at promoting equity, improving student performance, and the efficiency of the institution's pedagogical management.