A participação ativa na aprendizagem e a construção do conhecimento nas experiências pedagógicas da política pública de monitoria estudantil do programa mais estudo

Abstract

This research aims to analyze the pedagogical experiences developed within the scope of the student mentoring program Mais Estudo, a public policy of the Bahia State Department of Education (SEC), implemented in the public basic education network between 2019 and 2024. The study is grounded on the premise that experiences such as Mais Estudohave the potential to foster active learning and contribute to the process of knowledge construction, through student protagonism and qualified teacher mediation. The guiding research question is: To what extent does the Mais Estudo program meet the conditions for articulating active learning and knowledge construction?Adopting a qualitative and exploratory approach, the study relies on bibliographic and documentary research, aiming to address the complexity of large-scale educational policies. The theoretical framework engages with the fields of active learning methodologies, knowledge construction, critical pedagogy, educational public policy, and peer tutoring experiences. The analysis also draws on educational and social data from the state of Bahia, highlighting a context marked by structural inequalities and low proficiency indicators, which reinforce the urgency of adopting inclusive and innovative pedagogical strategies. The study investigates the implementation and expansion of Mais Estudoacross the 27 Identity Territories of Bahia, considering its declared goals: improving academic performance, fostering student engagement, and mitigating the social vulnerability of at-risk students. The research confirms the program’s transformative potential when supported by qualified teaching mediation, pedagogical intentionality, and the promotion of student autonomy. On the other hand, the analysis also revealed limitations in formative processes, recognition of the role of the supervising teacher, pedagogical follow-up, and the full implementation and budget execution of the 52,000 mentoring scholarships offered. Thus, this research delivers an analytical product that aims to support the improvement of the program and inform the design of similar educational policies with a focus on educational equity.