A gestão pedagógica do Macrocampo Acompanhamento Pedagógico do Programa Mais Educação: caminhos para o sucesso escolar

Abstract

The creation and implementation of More Education Program (MEP) introduced in Brazilian schools Comprehensive Education by expanding the time and the school environment. In this context, this paper aims to analyze the implementation of MEP, the difficulties and potentials of the coordinator of activities in the Pedagogical Management of MEP. Specifically, the focus of this study relapsed about the actions of the Educational Monitoring Field in two schools in Parintins - AM. The work is developed through a qualitative research. A survey of data from the two selected schools on implementation of the MEP is performed. They were used as data collection instruments, the interview with the coordinator and focus groups with teachers and students. The logbook was also used to record and separate actions of the researcher, as this is the coordinator of the program in one of the schools selected for analysis. The theoretical support focuses on the discussion of failure and school learning Patto (1990), Forgiarini and Silva (2008); Hoffmann (2012); Antunes (2012) and Luck (2009/2011/2012/2013) and Franco (2008) on Educational Management and the role of managers and coordinators in this dimension of the School Management. The results showed that it is necessary to intensify and enhance the work of the MEP coordinator in Educational Management. The objective is to monitor and provide the interaction between the activities of the MEP and the regular education, to assure the effectiveness of the activities of Pedagogical Monitoring Field and hence to contribute to improve the implementation of the program. For this we propose an Educational Action Plan for the monitors, coordinator of MEP, management team, the coordinating body and SEDUC in Amazon.