Plano de Ações Descentralizadas – PAD: os aspectos relativos a proteção à criança e ao adolescente no município de Cascavel - PR

Abstract

This paper presents the results related to the development of the research developed as a criterion for obtaining a Master’s Degree in Education from the Postgraduate Program in Education – PPGE of the State University of the West of Paraná – Cascavel Campus. It was carried out the analysis of the PAD – Decentralized Actions Plan of the SEED – PR, during the period from 2013 to 2015. The PAD constituted a pedagogical intervention program developed by the Superintendency of Education of Paraná and was implemented by the State Secretariat of Education, in articulation with the Regional Core of Education of Cascavel, in order to give attention to the results presented by the Schools of the Basic Education Network in the Evaluations in Large Scale, more specifically, in the results presented by IDEB – Basic Education Development Index and the evaluation of SAEP – Education Evaluation System of Paraná. The main objective of the analysis was to study the development of this Educational Policy, seeking to understand to what extent the actions of the Decentralized Action Plan of the SEED / PR have responded to the large scale evaluation systems and, at the same time, Integral to the Child and Adolescent in Cascavel – PR, in the period of 2013-2015. As a result of the investigations, the PAD presented two years of effective follow-up in the process of its implementation by NRE of Cascavel-PR. Conceived as a mechanism for the improvement of indices in the large-scale evaluations, it partially achieved its objective, since even as an increase of the IDEB in 2015, in the results of the SAEP test, referring to Portuguese and Mathematics literacy, there was no increase in the standard performance note, which was formulated as a goal to be achieved. Regarding its relationship with the Child and Adolescent Protection Policies, the PAD also partially responded to the objective of articulating with the Networks for the Protection of Children and Adolescents, limiting itself to focused policies, since dropout rates increased in the period investigated evidencing a certain fragility in the process of intervention of the “pedagogical practices” developed during the PAD for the permanence of the students in the school.