Projetos pedagógicos e o fracasso escolar: desafios e possibilidades de uma gestão colaborativa em uma escola pública mineira

Abstract

The following dissertation was developed in the scope of the Professional Master’s Degree in Education Management and Evaluation (PPGP), at the University of Juiz de Fora’s (CAEd/UFJF) center of Public Policies and Education Evaluation. The management case examined here aimed to identify challenges and possibilities of a management team, in the form of the school’s principal and/or its board, to promote the juncture of pedagogical projects, considering the reiterated milieu of academic failure and the culture of projects directed at literacy in schools. The broad objective defined for this study was to analyze the managing actions aimed at the development and maintenance of pedagogical projects and the dialogue between teachers. As for the specific goals, they are: i) to describe the policy of pedagogical projects within Federal and State legislation, ii) to present a public state school and projects developed by its team, as well as its faculty; iii) to determine the impact of discontinuing such pedagogical projects through data obtained from focal groups and semi-structured interviews with the school’s faculty and their supervisor; iv) to propose a plan of action to help continuing the projects, considering the activity that occurred in the school during the research process. We maintain the hypothesis that a solid work with such projects joined through collaborative management contributes to minimize the number of students failing in school. Through the findings in the excerpts from the semi structured interviews, it is clear that the school didn’t work with the projects in an integrated manner and the few initiatives of multi discipline projects got lost in the faculty’s resistance. Based on the activity caused by the questioning of this theme, in the search for evidence of the problem, there was a change in how the teachers behaved, which led us to implement a pilot plan of action based on three concepts: organizing the projects within the school’s PPP; a conversation and the exchange of experiences between teachers through project alignment meetings; and the implementation of obligatory periodic reports on the execution of such projects in order to keep proper records.