Formação continuada como recurso para implementação de políticas educacionais em uma Superintendência Regional de Ensino de Minas Gerais: a experiência do Novo Ensino Médio

Abstract

This dissertation, developed within the Professional Graduate Program (PPGP) of the Center for Public Policies and Education Assessment (CAED) at the Federal University of Juiz de Fora (UFJF), resulted from research on how training initiatives for the implementation of the New High School (Novo Ensino Médio - NEM) in the State Education Network of Minas Gerais were carried out, as well as on the role of the Regional Education Superintendence (SRE) in this process. The specific objectives were: (i) to describe the context of implementing a new educational policy and the actions coordinated by the State Department of Education (SEE) for this purpose; (ii) to analyze the training programs promoted by the SEE since the beginning of the NEM implementation and the role of the SREs in developing these initiatives; (iii) to propose an action plan to improve the training processes conducted by the Metropolitan A SRE, thereby contributing to the implementation of new educational policies. To this end, the study examined the continuing education of education professionals within the context of educational policies, focusing on the implementation of the NEM in the State Education Network of Minas Gerais from 2021 to 2024. The thematic focus was justified by the author's observations in her professional practice, the evidence of the delayed promotion of training for NEM implementation, and the responses from school professionals to questionnaires applied by the Pedagogical Directorate (DIRE B) in 2022. These responses indicated the need for closer attention to the process of implementing curricular policies, particularly regarding the training of school professionals. Using a qualitative methodological approach, the field research employed two instruments: questionnaires applied by the Pedagogical Directorate in 2022 and semi-structured interviews conducted in 2025 by the author with two educational analysts who led NEM implementation efforts at the beginning of the process in 2021. For analysis, the data were organized into two axes: (i) the training programs promoted by the SEE and the Training School; and (ii) the role of the Metropolitan A SRE in developing training initiatives for NEM implementation. The data were analyzed based on two theoretical frameworks: (i) Curricular Policies and (ii) Continuing Education for School Professionals. Finally, based on the research findings, an Educational Action Plan was proposed to enhance the training processes developed by the Metropolitan A SRE, thereby contributing to the implementation of new educational policies. In the final considerations, the challenges faced by the SRE in conducting training for educational policy implementation were highlighted, along with aspects to be considered in future training programs and the operational limits of the Superintendence.