School Flow Regularisation Project - F. de Barros, Manoel J.

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Résumé :
Case study on the effectiveness of the School Flow Regularisation Project (PRFE), part of the Educar para Vencer Programme (PEV), in the 5th to 8th grade classes in a public elementary school in the year 2006 in the city of Salvador. It is based on the importance of educational management, evaluation of its performance, the need to improve the quality of primary education in view of the high rate of age-grade gap in Bahia. The PRFE was implemented in 369 municipalities, with the participation of 175,599 students from 1st to 8th grades distributed in 3,290 schools. The data were analysed by the following categories: pedagogical material, support, school infrastructure, teaching evaluation and teacher mediation. It was found that the Project did not constitute an effective action to eliminate the age-grade gap, nor a preventive action to avoid its occurrence. In spite of the reduction in the percentage of students with a gap between 2000 and 2006, the subjects involved in the Project evaluated that this action was not effective for school performance, due to several factors. Even today, reading and research is necessary for reflection on the country's development.

Biographie:
Laureata in Economia e Psicologia, specializzata in Psicologia delle Organizzazioni, Terapia Cognitivo Comportamentale e Neuropsicologia, Master in Amministrazione.

Sommaire:
Case study on the effectiveness of the School Flow Regularisation Project (PRFE), part of the Educar para Vencer Programme (PEV), in the 5th to 8th grade classes in a public elementary school in the year 2006 in the city of Salvador. It is based on the importance of educational management, evaluation of its performance, the need to improve the quality of primary education in view of the high rate of age-grade gap in Bahia. The PRFE was implemented in 369 municipalities, with the participation of 175,599 students from 1st to 8th grades distributed in 3,290 schools. The data were analysed by the following categories: pedagogical material, support, school infrastructure, teaching evaluation and teacher mediation. It was found that the Project did not constitute an effective action to eliminate the age-grade gap, nor a preventive action to avoid its occurrence. In spite of the reduction in the percentage of students with a gap between 2000 and 2006, the subjects involved in the Project evaluated that this action was not effective for school performance, due to several factors. Even today, reading and research is necessary for reflection on the country's development....