A organização dos processos de trabalho da divisão de equipe pedagógica (Divep) da Superintendência Regional de Ensino (SRE) de Ponte Nova: desafios e propostas

Abstract

This dissertation aims to identify the challenges faced by the Diretoria Educacional of the Superintendência Regional de Ensino (SRE) of Ponte Nova in managing the work processes of the Divisão de Equipe Pedagógica (Divep) and to propose actions for their optimization. The study is justified by the need to enhance the efficiency of the technicalpedagogical support provided to state schools, in a context marked by administrative complexity and post-pandemic reorganization demands. Methodologically, the research is characterized as a qualitative, descriptive, and propositional case study. Data collection procedures included a bibliographic review, documentary analysis, and field research, conducted through questionnaires administered to educational analysts and school principals, as well as a semi-structured interview with the management of the Educational Directorate. The theoretical framework is grounded in the perspectives of knowledge management and process management, with emphasis on the studies of Nonaka and Takeuchi (1997; 2008), Paim et al. (2009), Imen (2010), Luchesi (2012), Batista (2012), Silva (2015), and Eulálio (2017). Data were analyzed using the content analysis technique, according to Bardin (2011), with the aim of identifying emerging thematic categories that enable an understanding of the participants’ perceptions, as well as the main challenges and potentialities of the organization of the work processes of Divep. The results identified weaknesses in the organizational and pedagogical dimensions, such as the lack of standardization of routines, internal communication noise, dependence on tacit knowledge, and infrastructure limitations, factors that affect the quality of school monitoring. As a final product, we developed an Plano de Ação Educacional (PAE), which includes strategies such as the development of a Process Manual, the establishment of Communication Protocols, and the reorganization of technical visit workflows. We conclude that these proposals will enable the systematization of organizational knowledge and, consequently, a more integrated and collaborative institutional performance focused on improving pedagogical management.