Práticas de ensino bem-sucedidas em contexto de baixo rendimento econômico: a experiência de uma escola da Rede Municipal de Belo Horizonte

Abstract

This research aims to study the successful teaching practices performed by teachers at a school in the Municipal Education Network of Belo Horizonte. It has a qualitative approach and constitutes the case study of a school realized in a low income context. The institution under analysis has one particularity in relation to the other schools in the Municipal Network of Belo Horizonte, located in territories with similar economic profiles, standing out with good student results. Throughout three consecutive editions of Prova Brasil (2013, 2015, and 2017), it demonstrated a regularity of high proficiency of 5th grade students in Portuguese Language and Mathematics. In this way, the focus of the investigation turned to the teaching practices and teaching strategies that contribute to these good results. Data collection included a survey which was conducted among all teachers and the school managers who work in the first years of elementary school as well as interviews with some teachers and managers. Through the interviews, was possible to analyze the perception of these teachers and managers who work at the school, trying to understand the approach and teaching practices applied that compose the school context. The data analysis was based on the theoretical frameworks researched, which supported the understanding of the strategies that describe the successful teaching practices developed at that school. The research showed that there is a favorable context in the school for the development of successful teaching practices, circumscribed by the professional profile of the teachers and managers. The collective work developed in the school enables the exchange of experiences among teachers, collaborative decision-making, and constant dialogue about the development of student learning. The management team is essential to promote engagement among professionals, which seems to corroborate the implementation of successful teaching practices.