A atuação do serviço de inspeção escolar na implementação do novo ensino médio: o contexto de uma superintendência regional de ensino de Minas Gerais

Abstract

This research is part of the Professional Postgraduate Program in Management and Evaluation of Public Education (PPGP) of the Center for Public Policies and Evaluation of Education of the Federal University of Juiz de Fora (CAEd/UFJF). The study is qualitative and aims to investigate the performance of the School Inspection Service (SIE) in the implementation and monitoring of the process of implementing the New High School (NEM) in state schools under the jurisdiction of the Teófilo Otoni Regional Education Superintendence (SRE Teófilo Otoni). The general objective is to identify how the School Inspection Service acted in the context of the SRE Teófilo Otoni implementing the NEM public education policy in the state schools under its jurisdiction. From this perspective, the specific objectives include analyzing the communication between the SIE, the SRE Teófilo Otoni and the high schools during the NEM implementation process; identifing the possible weaknesses faced by School Inspectors during this process and proposing an Educational Action Plan (PAE) composed of mechanisms to support the performance of the SIE of the Teófilo Otoni SRE. The study is based on Stephen Ball's (1992) policy cycle theory and Mainardes' (2006, 2018) discussions on the implementing public education policies. To achieve our objectives, the research used documentary analysis and questionnaires applied to school inspectors of the Teófilo Otoni SRE, and interviews with coordinators and directors of sectors in the region. The dialogue with the Policy Cycle theory made it possible to identify some weaknesses that the School Inspectors experienced during the process of guiding and supporting school principals, highlighting the assertiveness and contradictions diagnosed in this context. Furthermore, inspectors faced difficulties in guiding principles due to gaps in knowledge and clarification of the legislation and the lack of alignment between the team and the SRE, which points to the need for greater preparation of inspectors on public policies before their implementation. Situations such as lack of human resources and the lack of alignment and socialization of knowledge between the SRE sectors and the SIE generated a lack of clear guidelines and the adoption of divergent practices in schools, compromising support for school principals in the process of implementing the NEM. At the end of the analysis, we proposed a PAE that allows for the improvement of the action of the SRE Teófilo Otoni in the implementation of public education policies, focusing on supporting the SIE and its guidance to schools, with the proposal of training actions for the team of inspectors, preparation of a meeting schedule with the participation of other SRE sectors and with guidance and alignments for the team, enabling the integration and socialization of information and knowledge essential for the implementation of public policies. It is expected that the reflections presented will contribute to improving the process of implementing public educational policies through a critical analysis of the role of SIE and SRE Teófilo Otoni, considering the local contexts and the specific needs of each school.