Gestão escolar, acompanhamento pedagógico e práticas escolares: um estudo sobre a eficácia escolar em três escolas estaduais de Belo Horizonte

Abstract

This study is part of the research line known as Efficient School. Until 1960, extracurricular factors, such as the socioeconomic and cultural origin of the students' families, explained most of the inequalities in school performance. From 1970, studies on educational institutions, in addition to the weight of family factors, questioned such determinism. Researchers began to investigate school factors and the results showed that they should not be neglected. Especially for the less favored social groups, the school makes a difference. This research sought to investigate characteristics of schools that have the capacity to positively influence students' learning. The methodological course began with the selection of three schools of the state network of the city of Belo Horizonte that could be compared. Through a correlation analysis between the Basic Education Development Index (IDEB) and the Indicator of Socioeconomic Level (INSE) of the city schools, both developed by the National Institute of Educational Studies and Research Anísio Teixeira (INEP), it was possible to identify schools with different but comparable results from the point of view of these indicators. At these schools, observation and semi-structured interviews were conducted with the directors, supervisors and teachers. The information obtained, and interviews were analyzed using three categories of analysis: leadership, pedagogical accompaniment and school practices. By content analysis, research then reveals ten effective school factors, all identified in our analyzes. The results attest that the most effective schools count on a differentiated action of the direction, the supervision and the teachers. The people who hold these positions are engaged and involved in the teaching and learning process. In this way, important elements for the constitution of a quality education can be affirmed: directors involved in pedagogical issues, teachers committed to the school and, finally, pedagogical supervision prepared to follow the teaching-learning process. This research contributed to the enrichment of educational research on effective school.