As ações gestoras para a efetivação das metodologias do PNAIC na prática docente

Abstract

This research is part of the Professional Master in Management and Evaluation of Public Education (PPGP) of the Center for Public Policy and Federal University of Education Evaluation of Juiz de Fora (CAEd-UFJF). It aims to a study by the National Pact for Literacy in the Age One - PNAIC in schools surveyed in order to analyze whether or not management actions that may interfere with the effectiveness of the Pact process. Therefore, we attempted to describe the design of the educational program PNAIC, as well as research the management actions in state schools and Coordination of PNAIC in Manacapuru) in order to identify whether there is a match between such actions that may facilitate the didactic transposition of what was seized the Compact training for teaching practice. Authors like Mainardes (2007), Neubauer and Silveira (2008), Brooke (2012) Lück (2009), Mintzberg (2010), Condé (2012) and others give theoretical support to these reflections on the purpose of the educational program in focus as well as the relevance of the role of the educational manager for the realization of the program. The research uses the case study within the qualitative approach that involves survey and document analysis, bibliographic research, observation of everyday actors (Field logbook), interview achievement for local coordinators PNAIC, managers and literacy teachers of the schools studied. Data analysis fomented a diagnosis: 1. implementation of the program in schools in some items, not followed the original design; 2. non-compliance by CREM - coordinate Regional Manacapuru of Education and schools the creation of work teams; 3. turnover of teachers of EF Literacy Cycle; 4. no formation and involvement of managers; 5. program lack of planning, monitoring and evaluation of teaching practices. Based on this diagnosis was elaborated Educational Action Plan - PAE proposing strategic actions for addressing the needs to consolidate the effectiveness of methodologies PNAIC in teaching practices.