Gestão do currículo escolar: uma investigação da transição entre etapas do ensino fundamental em uma escola estadual de um município mineiro de médio porte

Abstract

This dissertation analyzes curriculum management in a state school located in a medium-sized municipality in Minas Gerais, focusing on the transition between the early and final years of elementary education. The study seeks to answer the following guiding question: What actions can the management team of this school adopt to implement a pedagogical plan that considers students’ needs during the transition between school years? The objective is to understand how school management can enhance curriculum governance to facilitate this transition, ensuring educational continuity and minimizing impacts on students’ performance and adaptation. The research is based on the analysis of legal frameworks such as the National Education Guidelines and Framework Law (LDB), the National Common Curricular Base (BNCC), and the Minas Gerais Reference Curriculum (CRMG). In addition, a case study was conducted at the institution, addressing structural, managerial, and pedagogical aspects, including an evaluation of its Political-Pedagogical Project (PPP). Interviews were conducted with part of the school’s management team, allowing the collection of perceptions regarding the challenges and strategies adopted for the school transition. Grounded in authors such as Lück and Young, the investigation revealed gaps in curriculum management and the absence of systematized strategies for the school transition. It was thus possible to infer that the management team acknowledges the importance of careful planning for school transition, but faces challenges related to the systematization of practices and the alignment between educational stages. The analysis indicated that the absence of systematic records and coordination among school segments directly affects students' adaptation, contributing to academic and socioemotional difficulties. Therefore, the study concludes that the implementation of a structured plan—including teacher collaboration, strengthening of continuing education, and revision of institutional guidelines—is essential to minimize gaps in the school transition and provide greater support to students during this critical period. As a contribution, a set of interventions is proposed aimed at improving curriculum management and strengthening institutional practices.