A implementação do Plano de Recomposição das Aprendizagens (PRA) em escolas da Superintendência de Ensino Metropolitana B: uma análise da política e dos métodos

Abstract

The Learning Recovery Plan (PRA), implemented by the Minas Gerais State Department of Education (SEE/MG) beginning in 2023, is a policy aimed at addressing educational gaps intensified by the Covid-19 pandemic, with actions focused on learning gaps, school retention, and students’ socio-emotional needs. This study analyzes the implementation of the PRA in schools under the jurisdiction of the Metropolitan B Regional Superintendency of Education, seeking to understand how its guidelines are interpreted and operationalized in the school context, as well as to identify factors that facilitate or hinder its implementation. It is assumed that policy implementation depends on its appropriation by school actors, organizational conditions, professional training, and its adaptation to school realities. The study is grounded in Ball and Bowe’s Policy Cycle approach, articulated with the contributions of Mainardes and Lipsky regarding policy implementation and the role of agents responsible for putting public policies into practice. A qualitative approach is adopted, based on the analysis of regulatory documents, reports, meeting minutes, action plans, and other PRA records, complemented by semi-structured interviews with school administrators, teachers, and members of the PRA team. The results highlight challenges in policy appropriation, implementation conditions, pedagogical practices, and the monitoring of actions. In addition, the findings show that implementation tends to produce more consistent results when actions are connected to practices already developed by schools, to the pedagogical use of data, and to collaboration among professionals. Based on these findings, an Educational Action Plan (PAE) is proposed, structured around four axes: ongoing training and communication; reorganization of administrative and pedagogical workflows; integration of learning recovery into the curriculum and the School Pedagogical Project; and strengthening of formative and participatory monitoring. The proposed actions aim to strengthen the implementation of the PRA by reducing barriers and enhancing its integration into the school context.