Avaliação do Programa Aprendizagem na Idade Certa (PAIC) no eixo de Gestão Municipal da Educação no Município de Aquiraz (CE) entre 2015 e 2023

Abstract

The research aimed to evaluate the PAIC (Programa Aprendizagem na Idade Certa) within the axis of municipal education management, through a contextual analysis of its formulation origins, content, and institutional trajectory, in order to understand its contribution to school educational practice in the municipality of Aquiraz. This evaluative study breaks away from a managerialist conception of evaluation and is grounded in the concept of public policy evaluation, adopting a comprehensive and reflective approach known as in-depth evaluation, as proposed by Rodrigues (2008). This research focused specifically on the municipal management axis of PAIC, seeking to understand its contribution through the perceptions of educational actors in the municipal education network of Aquiraz. The methodological approach was qualitative, which allows for a deeper exploration of the PAIC process to understand the meanings, interpretations, and contributions of the municipal education management axis to school educational practice. As for procedures, the study was based on bibliographic and documentary research. In line with the proposed methods and techniques for data construction, semi-structured interviews were conducted with seven employees of the Aquiraz municipal education network. The collected data were analyzed using content analysis in a contextualized manner throughout the text, following the three phases of content analysis described by Bardin (2011): pre-analysis to structure initial ideas; material exploration to extract recording units; and treatment of results, which consists of assimilating the content identified in the contextual units. The research objectives were achieved insofar as it was possible to qualitatively assess the PAIC educational public policy within the axis of municipal education management in the municipality of Aquiraz. It is concluded that PAIC represents a necessary public policy for improving the quality of education. However, the systematization of its actions presents weaknesses, especially regarding the lack of discussion spaces about the program itself and the insufficient monitoring and tracking of educational indicators at the "school-to school" level.