Análise da implementação do Projeto Avançar na Escola Estadual Augusto Montenegro - Itacoatiara/AM

Abstract

The following research is developed in the range of the Professional Master degree in Education Management and Evaluation of the Center of Public Policies and Evaluation of Education of the Federal University of Juiz de Fora (CAED/UFJF). The case of management in study discusses problems of implementing a school flow correction program, called "Move Forward Project (MFP, Projeto Avançar in Portuguese)". The focus of the study is a state school, located in the municipality of Itacoatiara, Amazonas. In this sense, the guiding question of this management case is: "What actions can be taken by the school management to minimize the difficulties encountered in implementing the Move Forward Project at the Augusto Montenegro State School?". The hypothesis defended here is that the difficulties regarding the Move Forward Project indicate failures in the implementation of the public policy, which may be associated with a lack of knowledge and professional training regarding the project by those in charge of the Regional Education Coordination of Itacoatiara, and by the school staff (managers and teachers), who try to undertake the Project. Therefore, this research has as a global objective to identify the problems faced by the State School Augusto Montenegro in the implementation of the MFP and suggest actions to minimize the problems encountered. The specific objectives defined were: i) to describe how the implementation of the Move Forward Project occurs in the State School Augusto Montenegro; ii) analyze the problems detected in the implementation of the Project in said school; and, finally, iii) to propose a School Action Plan (SAP), which contributes to the development of the Project in the school analyzed. For this purpose, a qualitative research was chosen. As field research instruments, interviews were conducted with the Regional Coordinator of Education of Itacoatiara (CREI, in Portuguese), with the Adjunct Coordinator of CREI, with a Manager, with the Pedagogue of the educational institution and with the teachers of the Project. To perform the analysis, the study was organized in three aspects: i) pedagogical follow-up in the implementation of the MFP, ii) continuous professional training of the MFP teachers, and iii) the lack of the textbook. We used the academical thoughts of researchers such as: Manairdes (2006), which studies the implementation of public policies; Condé (2012), which addresses the public policies inserted in the educational scope; and Lück (2004), which reflects on the operationalization of the School Flow Correction Programs in Brazil.