O plano de ações articuladas (PAR/2007-2011): a implementação dos conselhos escolares na rede municipal de ensino de Mossoró/RN
This work analyses repercussions of the actions developed by the Plano de Ações Articuladas (PAR/2007 – 2011) in Mossoró/RN regarding the educational management dimension. The discussion is centered on the elements of area 1 – Democratic Management: structuring and development of teaching systems...
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Formato: | Dissertação |
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Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/25983 |
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Resumo: | This work analyses repercussions of the actions developed by the Plano de Ações Articuladas
(PAR/2007 – 2011) in Mossoró/RN regarding the educational management dimension. The
discussion is centered on the elements of area 1 – Democratic Management: structuring and
development of teaching systems – particularly in relation to the tracking indicator of School
Councils (CE). PAR was introduced in the institutional organization of Brazilian education
politics during the first decade of 2000s and incorporates, in a concomitant and heterogeneous
way, the neoliberal conceptions of a managing nature that were consumed by the strategic
planning, and contrary to other directives that claim the need of implementing a democratic
management in national public schools of cities network, which is also enforced by the
national law of Directives and Foundation (LDB/1996). This scientific work is linked to
Observatório da Educação/CAPES research entitled Avaliação do Plano de Ações
Articuladas: um estudo nos municípios do RN, PA e MG (2007 a 2012). The study aims to
investigate the PAR (2007/2011) implementation in districts of Rio Grande do Norte
discussing the educational plans that the democratic management assumed helped by the
action of school councils (CE). The theoretical foundation and the methodology adopt a
critical and dialectical perspective as it aims to understand one particularity of Brazilian
educational politics, together with multiples dimensions: historical, economic, social and
political of capitalist society. Regarding methodological aspects, it uses a qualitative research
to analyze quantitative data related to the democratic management area and information
collected with managers involved in the process of PAR implementation (2007/2011) of the
school network education from Mossoró, a city from RN that has a very particular feature of
presenting a high index of basic of educational development (Ideb). The research has the
following steps: documents and bibliography collection besides the analysis of data collected
in interviews organized by the program Word Smith Tools. The discussion was guided by
theoretical categories of democratic management and school councils (CE) with whom we
evaluated the effects of PAR actions to regulate and merge non-existing association, as well
as the way these actions stimulated the development of current school councils. In data
analysis, we realized that indicators are partly positive, because, in contrast to the principle of
a democratic management, managers indicate a restrict autonomy of political and
administrative of CE. This restriction is explained by the fact that public administration in
cities, first choose the implementation of programs developed by social organizations which
acts in a way that misrepresent the idea of a democratic education management as a synonym
of transferring the power to the school community and taking the logical of performances,
which is observed by the implementation of programs from Ayrton Senna foundation. The
results show that Mossoró, besides being a large federative unit, in economic and geographicpopulational
field, presents an ethos very patrimonial in actions developed by managers of
public education network. This condition attests that the educational planning developed by
the system reinforced by PAR implementation doesn’t exist in its pure state, assuming a
hybrid connotation that mixes conceptions of a patrimonial, business and democratic
management. |
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