O PDE-Escola como mecanismo de transformação da gestão escolar em instituições públicas educacionais

• Ano de defesa: 2014
• Autor(a) principal: Silva, Cleber Abreu Da
• Orientador(a): Gambi, Thiago Fontelas Rosado
• Banca de defesa: Gambi, Thiago Fontelas Rosado , Oliveira Júnior, Lourival Batista De , Oliveira, Virgílio Cézar Da Silva E
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Alfenas
• Programa de Pós-Graduação: Programa de Pós-Graduação em Gestão Pública e Sociedade
• Departamento: Instituto de Ciências Sociais Aplicadas
• País: Brasil
• Palavras-chave em Português: PDE-Escola. Políticas Públicas. Gestão Escolar.
• Palavras-chave em Inglês: PDE-school. Public Policy. School Management.
• Área do conhecimento CNPq: CIENCIAS SOCIAIS APLICADAS; ADMINISTRACAO::ADMINISTRACAO PUBLICA
• Link de acesso: https://repositorio.unifal-mg.edu.br/handle/123456789/659

This work aims at evaluating the implementation of the PDE-School in two schools in Minas Gerais State. The program, conceived in a little representative way in its macro elaboration, suggests a greater representativity in its micro elaboration, even as MEC imposed an implementation guide of its politics to the schools. It is this ambiguity that motivated this present research. This context creates a number of objectives to be investigated, such as the incorporation of another verticalized politics by principals and teachers; the way these groups relate to one another in the execution of the Program; and finally, on how the demands raised by principals and teachers in the introductory phase of the Plan are being materialized in the schools. The answers to these objectives will reveal to our work the level of the incorporation of the PDE-Schools ideas making possible the identification of the gains as well as the setbacks of this governmental proposal from the view of its school protagonists. Thus, two schools were chosen, having in mind that one dealt with the PDE-School in its traditional format, using a methodology that demand from the institution a thorough survey of its features, requiring the participation of all its segments. The second school, since 2011, has experienced the PDE elaboration in its interactive format, being that only the Principal was the interlocutor of the gathered information, what may have, for some, mischaracterized the participative principle of its politics. The results lead to an intensification of the relations between school managers and teachers as well as to a minor transformation in the everyday pedagogics of the school, especially after the arrival of the equipment acquired with the PDE-School budget. Some of the reasons for these tensions and the few changes may be the least representative character of the present digital version and the re-edition of one more hierarchical government initiative.