O Plano de Ações Articuladas (PAR) na visão da gestão de redes de ensino paulista

• Ano de defesa: 2017
• Autor(a) principal: Abram, Larissa Moitinho
• Orientador(a): Silva, Flávio Caetano da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos; Câmpus São Carlos
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação - PPGE
• Palavras-chave em Português: Plano de Ações Articuladas; Gestão democrática; Autonomia; Participação
• Palavras-chave em Inglês: Articulated Actions Plan; Democratic management; Autonomy; Participation
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufscar.br/handle/ufscar/9282

This dissertation aims to research one of the educational financing public policies, the Articulated Actions Plan – AAP, which consists in a planning tool for municipal and state education secretariats that, when joining to this plan, the Secretary of Education in charge for it develops, together with directors, coordinators, teachers and members of the community the diagnosis, objectives and actions to the education network within its competence. From the object of study, we aim to understand the perception of the educational managers involved in the elaboration and implementation of the AAP in relation to their participation and autonomy. Our considerations about our analysis subject became possible insofar as we established contact with the municipal education agents involved in the plan, and due to the questions, that surrounded us throughout the process, such as public policies for financing education are they means to democratic practice? What is the participation of the managers in the elaboration and implementation of the AAP? There being clear the positivities resulting from the plan and the old practices maintained by the AAP, we formalized some specific objectives, as to verify, at the municipal level, what has changed, what advances were noticed and what is missing to make this public policy a way of relating, more horizontally with other governmental instances. To answer some of the previously elaborated questions some theoretical concepts that are considered essentials to the composition of this dissertation were listed, such as democratic management, autonomy, educational management and public financing policy. As a methodology, we contemplated for the research performed the analysis of French discourse in the writings of Michel Foucault as the main source to understand what was stated by the municipal managers of education during the recorded interviews, adding to them discussions pertinent to elements pertaining to the management, relations between municipal and federal entities, among others. Regarding to the empirical part, three municipalities of São Paulo were selected to participate in the Continuing Education Course of Municipal Councilors of the Municipal Council of Education offered by the agreement MEC-UFSCar and enabled through the Basic Education Secretariat (BES). The people who were interviewed were selected because of their familiarity with the AAP or those who were present in the elaboration of the plan at the moment of its implementation in the municipality. From the collected interviews, we observed that the discourses concerning the participation and the autonomy of the representatives in the implementation in the RAP did little advance, since it was observed the reinforcement in the position of executors to the detriment of the autonomy and the division of powers, thus making it impossible experiences that could enable subjects to make changes in the perceptions of these concepts.