Pedagogical experiences of the student tutoring policy of the Programa Mais Estudo

Abstract

This article analyzes the pedagogical experiences developed within the Mais Estudo student mentoring program, a public policy of the Bahia State Department of Education (SEC-BA) in the provision of basic education, implemented in the state education network from 2019 to 2024. It starts from the premise that experiences such as Mais Estudo have the potential to foster active learning and contribute to the knowledge construction process, based on student protagonism and qualified teacher mediation. With a qualitative and exploratory approach, this work used bibliographic and documentary research. The theoretical frameworks engage with the areas of active learning methodologies, knowledge construction, critical pedagogy, educational public policies, and mentoring experiences. The analysis is also anchored in educational and social data from the state of Bahia, highlighting a context marked by structural inequalities and indicators of low proficiency, which made the adoption of innovative and inclusive pedagogical strategies urgent. It was possible to recognize the transformative potential of the program when there is qualified teacher mediation, pedagogical intentionality, and encouragement of student autonomy. On the other hand, the analysis also pointed out limitations related to the training processes, valuation of the supervising teacher, pedagogical monitoring, and budget execution. The work offers analyses that can support the improvement of the program and the formulation of similar educational policies focused on educational equity.