Como as práticas gestoras podem contribuir para a qualidade do ensino em uma unidade escolar com baixo rendimento nas avaliações externas

Abstract

This work aims to analyze how managing practices contributed to teaching quality in a school unit which used to perform poorly on external exams. In order to do so, school management actions in said unit, here given the fictional name of Colégio Estadual Jardim Botânico (State School Botanical Garden), were examined between the years 2009 and 2013, a period when Programa Mais Educação – PME (More Education Program) was instituted there. Thus, examination on the establishment of PME in said school unit was specifically highlighted. So it was because the development of that program in the school began in 2009, when there was the transition of management teams, and came to be, by 2013, the main strategy to improve teaching and learning processes in the school, therefore raising educational quality in the institution. Data for the research were obtained through in loco observations of school environment as well as verification of results made available by the State Department of Education of Rio de Janeiro (Secretaria de Estado de Educação do Rio de Janeiro – SEEDUC). Some school documents, such as minutes of meetings and the political-pedagogical project of the school unit, as well as the institutional document of the Ministry of Education (MEC) which directs how PME must be executed, were also analyzed. Finally, semi-structured interviews were carried out with professionals related to Colégio Estadual Jardim Botânico and SEEDUC. Since this dissertation presents an analytical and propositional character, at its end a school intervention proposal is presented, containing strategies which aim to promote adjustments in aspects referring to school management and improvement of educational indexes in the school unit, consisting of actions to redefine the functioning structure of PME, consolidating school results.