Made available in DSpace on 2014-12-17T14:36:29Z (GMT). No. of bitstreams: 1 EugeniaMA_DISSERT.pdf: 1169428 bytes, checksum: 02b1b65125dbfbeca02688a54f35fccf (MD5) Previous issue date: 2010-10-20 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico / This research work is focused to show the changes in educational administration from the agreements between the Mossor? / RN and the Ayrton Senna Institute IAS, for education provision. Nowadays, the partnership policy is a constitutive element of the reform of the Brazilian State, which dropped its action on social policies and to strengthen its regulatory role, encouraging private participation in planning, preparation and implementation of public policies, new printing setting the political-social. In this context, the 10 Note Management Programme, developed by the IAS, is part of the neoliberal logic of modernization of public school systems, focusing on results and developing strategies for control and regulation of schools work and its efficiency, effectiveness and greater productivity. The 10 Note focuses on two dimensions: the management of learning and teaching in networking, in a managerial perspective to overcome the culture of failure (expressed as age-grade, dropout and repetition rates in) and implantation of culture of success (as measured in the improvement of the indices). To understanding the process, we have delimited as the object of study, the process of implementing them mentioned program in the city, which its objective is to analyze implications for the school community from the perspective of democratic management, adopting the dimensions of autonomy and participation in institutional processes as a criterion of analysis. From a methodological point of view, the survey was conducted from a literature review and documentary about educational policy developed in the country since the 1990?s, seeking to understand, in a dialectical perspective, the political dimensions of teaching, training and performance of the subjects involved in the school work. Besides the empirical observation, it was also used semi-structured interviews with a methodological tool for gathering information and opinions about the partnership and the implementation of the 10 Note Management Program in the county. The interviewee participants were ex-former education managers, coordinators, school managers, secretaries and teachers. Regarding the dimensions inside the analysis (autonomy and participation), the research led to the conclusion: that GEED, under the guidance of IAS promoted regulation of school autonomy, set up the selection process for exercising the office of school administration and system awards to schools, pupils and teachers, subject to results, there is mismatch between the managerial logic and the democratic management principles, that the ideological discourse of modernization of municipal management coexists with traditional practices, centralizing patronage, which ignores the democratic participation in the school decisions processes, the goals of the partnership were partially achieved, since that the city has improved over the approval and dropouts, although the approval of the Education Municipal Plan of the rules institutional (administrative, financial and educational) and the creation of the Councils observed that the school community participation is still limited, not being characterized as a coordinated intervention, capable of promoting the transformation and improvement its quality in the county. In the same way, the orientation of networking is a limit to the autonomy of schools, given the external definition of goals and strategies to be adopted, along with pressure exerted through the accountability of each school community for their achievements / Este trabalho se constitui num estudo sobre as mudan?as ocorridas na gest?o educacional a partir das parcerias firmadas entre o munic?pio de Mossor?/RN e o Instituto Ayrton Senna-IAS para a oferta educacional. Na contemporaneidade, a pol?tica de parcerias ? parte constitutiva da reforma do Estado brasileiro, que diminuiu sua atua??o relativa ?s pol?ticas sociais e, ao fortalecer seu papel regulador, incentiva a participa??o do setor privado no planejamento, elabora??o e execu??o das pol?ticas p?blicas, imprimindo nova configura??o ao cen?rio pol?tico-social. Nesse contexto, o programa Gest?o Nota 10, desenvolvido pelo IAS, insere-se na l?gica neoliberal de moderniza??o dos sistemas p?blicos de ensino, focalizando os resultados e desenvolvendo estrat?gias de controle e regula??o do trabalho escolar em vista da efici?ncia, da efic?cia e da maior produtividade. O Gest?o Nota 10 est? centrado em duas dimens?es: na gest?o da aprendizagem e do ensino e no trabalho em rede, numa perspectiva gerencial de supera??o da cultura do fracasso (expressa na distor??o idade-s?rie, na evas?o e na repet?ncia) e de implanta??o da cultura do sucesso (expressa na melhoria dos ?ndices). Para a compreens?o desse processo, delimitamos, como objeto de estudo, o processo de implementa??o desse programa no munic?pio. O objetivo ? analisar suas implica??es para a comunidade escolar sob a ?tica da gest?o democr?tica, adotando as dimens?es da autonomia e da participa??o nos processos institucionais como crit?rio de an?lise. Do ponto de vista metodol?gico, a pesquisa foi realizada a partir de uma revis?o bibliogr?fica e documental sobre a pol?tica educacional desenvolvida no pa?s desde os anos 1990, buscando entender, numa perspectiva dial?tica, as dimens?es pol?tico-pedag?gicas, de forma??o e de atua??o dos sujeitos envolvidos no trabalho escolar. Al?m da observa??o emp?rica, utilizamos as entrevistas semi-estruturadas com instrumento metodol?gico de levantamento das informa??es e opini?es acerca da parceria e da implementa??o do Gest?o Nota 10 no munic?pio. Fizeram parte da pesquisa ex-gerentes de educa??o, coordenadores, gestor escolar, secret?rios e professores. Em rela??o ?s dimens?es privilegiadas na an?lise (autonomia e participa??o), a pesquisa permitiu constatar: que a GEED, sob a orienta??o do IAS, promoveu a regulamenta??o da autonomia escolar, instituiu o processo seletivo para o exerc?cio do cargo de dire??o escolar e o sistema de premia??o ?s escolas, aos alunos e aos professores,condicionada a resultados; que h? incompatibilidade entre a l?gica gerencial e a o princ?pio da gest?o democr?tica; que o discurso ideol?gico de moderniza??o da gest?o municipal coexiste com pr?ticas tradicionais, centralizadoras e clientelistas, que prescindem da participa??o democr?tica nas decis?es relativas aos processos escolares; que os objetivos da parceria foram parcialmente alcan?ados, visto que os dados do munic?pio melhoraram em rela??o ? aprova??o e ? evas?o escolar. N?o obstante a aprova??o do Plano Municipal de Educa??o, a regulamenta??o da autonomia institucional (administrativa, financeira e pedag?gica) e a cria??o de Conselhos, observamos que a participa??o da comunidade escolar ainda ? muito limitada, n?o se caracterizando como uma interven??o articulada, capaz de promover a transforma??o e a melhoria da qualidade educacional no munic?pio. Neste mesmo sentido, a orienta??o de trabalho em rede representa um limite para a autonomia das escolas, haja vista a defini??o externa de metas e estrat?gias a serem adotadas, al?m da press?o exercida atrav?s da responsabiliza??o de cada comunidade escolar pelos resultados alcan?ados