Políticas públicas: um olhar para o Plano de recomposição das aprendizagens

Abstract

This dissertation analyzes how Portuguese language teachers in the state education network of Minas Gerais understand and experience the Learning Recovery Plan (Plano de Recomposição das Aprendizagens – PRA), a public policy implemented by the State Department of Education in 2023 to address educational gaps exacerbated by the COVID-19 pandemic. The general objective is to analyze teachers‘ perceptions of the implementation of the PRA and its implications for pedagogical work. Specifically, the study aims to: contextualize the plan within the set of educational policies in Minas Gerais guided by external assessments; examine its objectives, strategies, and assumptions based on academic research and official guidelines; understand, through interviews, how teachers assess the implementation of the PRA and its effects on pedagogical practice; identify the Portuguese language skills considered priorities; and develop an educational product grounded in the research findings. Based on studies addressing the right to education and educational quality, this qualitative study employs bibliographic and documentary research, as well as a field study. Group interviews were conducted with seven Portuguese language teachers from three state schools monitored by the Regional Education Superintendency of São João del-Rei. The data were examined through content analysis using a cross-cutting thematic approach. The bibliographic review revealed a limited number of studies on the PRA, mostly focused on its initial implementation, whereas the documentary analysis highlighted the central role of assessments, the prioritization of skills, and the monitoring of learning in the organization of the plan. The interviews indicated that the participants recognize the relevance of the PRA but also identify challenges such as the delayed arrival of instructional materials, the removal of students from the classroom during regular school hours, weak curricular articulation, and the persistence of substantial learning gaps. Among the most impaired skills, the ability to distinguish between fact and opinion and to identify the central theme of a text stood out. These findings are consistent with the documents analyzed and the literature reviewed. As an educational product, a teaching sequence based on the news genre was developed, grounded in the Brazilian National Common Curricular Base (BNCC) and the Minas Gerais Reference Curriculum (CRMG), with the aim of developing these skills.