Desafios na gestão pedagógica de uma escola da rede estadual de Minas Gerais

Abstract

This study is developed within the scope of the Professional Master's Program in Management and Evaluation of Public Education (PPGP) at the Center for Public Policies and Evaluation of Education at the Federal University of Juiz de Fora (CAEd/UFJF). The management case analyzed in this dissertation addresses the difficulties faced by a school in the interior of Minas Gerais in pedagogical management. To this end, the guiding question defined for this study is: How is pedagogical management conducted at Bela Vista State School, and what could be done to improve it? Based on this question, the general objective of the dissertation is to analyze how pedagogical management has been carried out at Bela Vista State School and to propose actions for its improvement. The specific objectives are threefold: i) to describe and analyze how pedagogical management is conducted at Bela Vista State School; ii) to analyze how the management of Bela Vista State School operates in the development of pedagogical management, considering the composition of the school team, particularly the number of contracted and permanent professionals, and the educational levels served by the school; and iii) to propose actions that favor the pedagogical planning of Bela Vista State School. To carry out this study, a qualitative methodology was used. The data analyzed were obtained through document research and semi-structured interviews with Basic Education Specialists and Teachers from Bela Vista State School. The theoretical framework of this study highlights pedagogical management as a central axis for promoting quality education. Carvalho (2019) and Pereira (2024) address the impacts of teacher turnover and temporary contracts on the stability of school teams. Meanwhile, Veiga (2004), Vasconcellos (2011), Nóvoa (2019), and Imbernón (2017) analyze the continuing education of teachers, the role of the Political Pedagogical Project (PPP), and the relevance of the curriculum in improving pedagogical practices. Based on these foundations, the research ultimately proposes strategies to reduce the effects of turnover, strengthen pedagogical planning, and integrate school and community.