Abstract
This paper presents the main results of a research about a parallel recovery project for the elementary school conducted between 2018 and 2020, in partnership with the Secretaria Municipal de Educação [Department of Education] of the city of São Paulo (Brazil), using the Patio Digital platform. Primary and secondary data are analyzed to characterize its participants (school units, pedagogical coordinators, pedagogical support teachers and students), seeking to understand its application and development of the project, and to provide public managers with information on how to improve it. The results reveal a positive relationship between approval and learning recovery and between school reinforcement and increased student proficiency. The present research confirms on a large scale trends pointed out by other studies, such as the greater participation of male, Black and poorer students in recovery classes, and indicates the need for the Department of Education to provide greater support to schools and their professionals.
PARALELL RECOVERY; EDUCATIONAL INEQUALITY; ELEMENTARY SCHOOL; CITY OF SÃO PAULO (BRAZIL)