O programa PDE Escola na rede pública estadual de ensino de Minas Gerais: uma análise dos desafios e contribuições para a gestão pedagógica

Abstract

The main purpose of the present research was to investigate the influence of the Plano de Desenvolvimento da Escola (PDE Escola)[School Development Plan], identifying the possible contributions and challenges for the pedagogical management of a school of the Public Education System of the State of Minas Gerais/Brazil, at the city of Belo Horizonte. The methodology consisted of bibliographic review, followed by a field research carried out by means of case study. As a research tool, we chose the application of questionnaires to teachers and semi-structured interview with the school staff, and finally, a participant observation at the pedagogical meetings. It is a qualitative approach research that involved quantitative data gathered by the results of the Índice de Desenvolvimento da Educação Básica (IDEB)[Fundamental Education Development Rate] for the years of 2009, 2011 and 2013, related to the schools prioritized by PDE Escola in 2012. The study of PDE Escola considered as a historical landmark the re-structuration carried out in 2007 by the time of releasing the PDE mediated by Digital Information and Communication Technology (DICT). The results indicated that the schools prioritized by PDE Escola in2012 have presented better results at 2013 IDEB in comparison to the rates of 2009 and 2011, in special the school selected for this research, since it achieved an increase greater than 84%, the greater increase rate observed among the schools attended bythe program in 2012. We have identified two main characteristics in the program, the first, the PDE Escola as an educational technology that mobilizes and impacts the school daily life by means of Federal Government fostering for the improvement of physical infrastructure and pedagogical management of the school, and the second as education public education policies, aiming at school management, that emphasizes the protagonist of the professional in the elaboration, implementation and execution of the actions prioritized at the plan. We have also identified a challenge of collective participation on the development of the plan due to the high rotativity of the professionals, work conditions and different assessment conceptions and practices.