📋 Tender Overview
In order to reduce inequalities in basic education, the Ministry of Education (MEC), through, has technically supported the State of Espirito Santo in the adoption of structured strategies to face the learning lags caused by the COVID-19 pandemic.
In the state, politics has gained its own format, which integrates a set of networks and articulates priority curriculum, diagnostic evaluations, teacher education and permanence actions to ensure that students advance in studies with equity.
The Capixaba State Network Learning Recomposition Program was designed to work on multiple fronts: the active search to reintegrate students to the school environment to the continuous training of teachers. The strategy is to strengthen learning in the stages of basic education focusing on equity and overcoming the formative gaps aggravated by the sanitary crisis.
One of the highlights is the Assessment of Learning Monitoring (AMA), applied at the beginning of the school year and every quarter, which allows accurately identify learning gaps and subsidize pedagogical decision making. This methodology has strengthened the performance of teachers, especially those to support recomposition, hired through the Learning Strengthening Program (PFA).
The actions developed by Espirito Santo demonstrate how it is possible to structure a policy of recomposition based on evidence, strategic planning and focus on the student. The MEC has been working to support state and municipal networks in the construction of solutions that guarantee not only access to school, but effective and equity learning, says Ana Valeria Dantas, General Coordinator of Strategic MEC Basic Education Management.
At the center of the proposal, is curriculum prioritization of the Portuguese Language and Mathematics components, from the 5th grade of elementary school to the 3rd grade of high school. The priority curriculum, added to the use of structured teaching materials, guides teaching work and allows the development of practices more directed to the correction of lag.
The great differential of our program is in the articulation between different actions. We prioritize a systemic approach that considers students pedagogical, social and emotional needs, focusing on equity and real advancement of learning, explains Andrea Guzzo, Secretary of State for Basic and Professional Education of Espirito Santo.
Politics is anchored in five principles: equity and inclusion; curriculum flexibility; evidence base; Integral development of students; and permanent formation of educators. From them, the State has developed a series of initiatives, such as the Todos at School program, which identifies and accompanies students in evasion or risk of abandonment, and the school success program, aimed at students in age-series distortion.
The actions are accompanied by initiatives such as the Capixaba Management Circuit, which systematizes planning, execution, monitoring and pedagogical evaluation in schools, and psychosocial action and school interactive guidance (APOIE), focused on the reception and psychosocial support of students, with social workers and psychologists.
MEC Communication Advisory, with information from the Basic Education Secretariat (SEB) and the Espirito Santo State Secretariat of Education
