A gestão de programas/projetos como fator de sucesso: o caso da Escola Estadual Francisco Holanda Montenegro do Ceará

Abstract

The present thesis aims to analyzes the management practices of Francisco Holanda Montenegro School, in the development, articulation and integration between its programs / projects and propose the realization of training for school managers of CREDE 16 schools as from the possible conclusions, achieved in the management studied. This maps and discusses the articulation actions between the programs / projects implemented in the school from its good performance in Portuguese and Mathematics in SPAECE, during the period from 2010 to 2014. The theoretical discussion is based on Franco et al (2007), Soares (2004), Alves and Soares (2008), Sammons (2008), Polon and Bonamino (2011); Franco and Bonamino (2005); Polon (2013), Lück (2009), Fonseca and Oliveira (2009), Zanon and Pedrosa (2014) and Mello (2014). It was used a qualitative research methodology. The research methodology used in the process was a qualitative one and, as instruments for data collection, the application of questionnaires and semi-structured interviews. The survey results revealed that the school develops a set of programs / projects in an organized and integrated manner in pedagogical work routine. They also showed that as much the development of the school's actions through a pedagogy of projects as the articulation and integration, strengthened by tracking, monitoring and support given to teachers by school managers, are factors that can be associated with school performance in SPAECE and ENEM. But the good school results come from a strong culture of assessment deployed and consolidated at school. This has led the school to prioritize the use of the reference arrays of external evaluations instead of the curriculum of the state, which permits to conclude that the results in external evaluations as from the management of programs / projects do not indicate, by themselves, a success factor. However, research has identified practices in the management of programs / projects at school that combined with a theoretical discussion work as a starting point for training of school managers. From the management practices and the theoretical discussion, it was elaborated an Educational Action Plan in Chapter 3. This plan proposes the instruction of school managers of CREDE 16 as a strategy for management improving in other schools of the state of Ceará. This way, it is hoped the improving of management and teaching and learning processes of students with repercussions on the results of external evaluations.