PEDAGOGICAL SELF-ASSESSMENT AND SCHOOL MANAGEMENT: CONCEPTIONS AND PRACTICES OF THE IMPLEMENTATION OF THE NEW HIGH SCHOOL PROGRAM

Abstract

This article is an excerpt from a doctoral research that analyzed pedagogical self-assessment and school management: conceptions and practices of the implementation of the New Middle School Program in schools of the state education network in Manaus-AM. The teaching-learning process currently in Brazil has been suffering severe criticism, either by the country's educational system itself, which conceives and evaluates it from principles somewhat deteriorated by the lack of an efficient educational policy, or by the educational community itself that expects an immediate salvation from all the pedagogical problems faced within the school. Therefore, changes in Brazilian education are always controversial and full of divisions. And this reflects directly on the bases, that is, in schools, where the subjects who build, or at least try to build, a quality education are inserted. Then, the pilot schools adhering to the New Middle School Program appeared. Thus, this research approaches in a qualitative way, using the methodology of bibliographic survey, it presents questions about how the pilot schools are prepared to assume a commitment of change so important for Brazilian education and how the School Manager can contribute in this process.