Programa Mais Educação e Projeto Criando Oportunidade: estudo de caso sobre a efetividade da implementação de políticas públicas educacionais em duas escolas públicas estaduais em Manaus

Abstract

The implementation of educational public policies in Elementary School has presented a challenge to those who act directly or indirectly with educational programs that bring such policies to the everyday life of schools. Therefore, this research aimed to investigate the effectiveness of the implementation of the Programa Mais Educação (PME) and the (Creating Opportunities Project – School Reinforcement) PCO, in Portuguese in two state Elementary Schools which focus on early years education in Manaus, analyzing the results of internal assessment and academic achievement results obtained in external assessment – Prova Brasil and the (Assessment System of Educational Achievement of the Sate of Amazonas) SADEAM, in Portuguese, given that both the PME and the PCO aim to improve student learning, by means of activities in the various macro-fields such as chess, writing, pedagogical follow-up in Literacy and Mathematics. The methodology employed in the research constituted a case study, to collect the data, the research applied surveys to teachers and interviews with school managers and tutors of the projects mentioned above. The theoretical reference was based on the authors Bonamino (1999, 2000, 2014), Mainardes (2006) and Condé (2012). The results of the research pointed to divergences among the guiding texts of the PME and the PCO, as well as fragilities in the planning of activities in the programs and absence of a systematic evaluation of results by those directly linked to the programs. Aiming to contribute of the effectiveness in the implementation of the researched programs we have proposed three plans of action which approach three angles of the fragilities and divergences that were identified: one for the School A, one for the School B and one for the educational secretariat of the state of Amazonas. The plans have as their goal to overcome the fragilities and divergences identified in the research, as it is understood that the schools have programs that may contribute consistently to the students’ learning with better planning, monitoring and systematic assessment of the programs.