Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-10-11T21:52:15Z No. of bitstreams: 1 RuteRegisDeOliveiraDaSilva_TESE.pdf: 1653731 bytes, checksum: 248c1ab6eb8a7f2753489e0c72bafa35 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-10-17T20:30:26Z (GMT) No. of bitstreams: 1 RuteRegisDeOliveiraDaSilva_TESE.pdf: 1653731 bytes, checksum: 248c1ab6eb8a7f2753489e0c72bafa35 (MD5) / Made available in DSpace on 2016-10-17T20:30:26Z (GMT). No. of bitstreams: 1 RuteRegisDeOliveiraDaSilva_TESE.pdf: 1653731 bytes, checksum: 248c1ab6eb8a7f2753489e0c72bafa35 (MD5) Previous issue date: 2015-09-28 / O presente trabalho analisa o PAR do Munic?pio de Natal na dimens?o da gest?o educacional, no contexto da concep??o geral do programa em n?vel nacional e sua organiza??o nesse Munic?pio, no per?odo de 2007 a 2011. Esse plano ? um programa do governo federal que objetiva materializar as metas referentes ? educa??o b?sica estabelecidas no PDE e agilizar o regime de colabora??o entre os sistemas de ensino mediante contrato formalizado entre os entes federados. Diante disso, questiona-se: a formula??o e a implementa??o do PAR no Munic?pio de Natal foram pautadas por rela??es intergovernamentais e pela coordena??o federativa? As rela??es intergovernamentais estabelecidas entre a Uni?o e o Munic?pio de Natal influenciaram ou n?o a organiza??o da gest?o do sistema municipal? A investiga??o na perspectiva do materialismo hist?rico-dial?tico apresenta-se como uma op??o de an?lise do estudo. Para tanto, foram utilizados procedimentos metodol?gicos como entrevistas semiestruturadas, pesquisa documental e pesquisa bibliogr?fica. A pesquisa documental possibilitou a an?lise de documentos variados, elaborados pelo MEC e pela SME, bem como a vers?o do PAR do Munic?pio de Natal, al?m de leis, resolu??es e decretos nacionais. A pesquisa bibliogr?fica oportunizou uma revis?o de literatura relacionada ? tem?tica em estudo. As entrevistas semiestruturadas foram realizadas com sujeitos que permitiram subsidiar a an?lise de acordo com os objetivos da pesquisa. Nesse sentido, a an?lise dos dados constata que a Uni?o, diante da proposta de planejamento que se insere na l?gica do PAR, opera com um padr?o de rela??es intergovernamentais que visa a descentraliza??o da execu??o das pol?ticas p?blicas educacionais, deixando pouco espa?o para os governos subnacionais desenharem e implementarem suas pr?prias pol?ticas educacionais, e, ainda com essa proposta, contribui para que haja uma sobreposi??o no planejamento municipal, o que revela, ao mesmo tempo e paradoxalmente, que a Uni?o impulsiona a coordena??o federativa a partir da sua capacidade decis?ria, que pode vir causar rea??o negativa dos Munic?pios. / This work analyzes the Articulated Action Plan in Natal-Rio Grande do Norte in Brazil. The plan is analyzed considering its educational management dimension, its national overall design and organization in the city of Natal from 2007 to 2011. This Plan is a federal program that aims to attain the goals established for primary education in the National Education Plan as well as promote collaboration between education systems considering contracts between federal entities. Therefore, in this research it is question if the formulation and implementation of this Articulated Action Plan in Natal was guided by intergovernmental relations and aimed federal coordination? Did the intergovernmental relations between the Union and the city of Natal influence or not the organization's management of the municipal system? The research was done considering the dialectical materialism historical perspective presented as an analysis and option of the study. The methodological procedures used were semi-structured interviews, documental and bibliographical research. Documental research enabled the analysis of varied documents that were elaborated by the Brazilian Ministry of Education, by Municipal Department of Education, Natal?s Articulated Action Plan as well as laws, resolutions and national decrees. Bibliographic review enabled literary review related to the topic under study. The semi-structured interviews were conducted with subjects that would allow subsidizing this analysis done according to the research objectives. Data analysis points out that the Brazilian Union proposal operates with a pattern of intergovernmental relations which aims to decentralize the implementation of public educational policies, leaving little room for sub-national government plan to implement their own educational policies. This proposal causes an overlapping regarding municipal planning and paradoxically reveals at the same time that the Union propels federal coordination in its decision-making power enabling negative reactions on behalf of municipalities.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2018-03-12T15:27:04Z No. of bitstreams: 1 GerlaneDaSilvaAvelinoSantos_DISSERT.pdf: 2686210 bytes, checksum: 2586b87075e661f406364c6d233c0427 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2018-03-15T15:06:22Z (GMT) No. of bitstreams: 1 GerlaneDaSilvaAvelinoSantos_DISSERT.pdf: 2686210 bytes, checksum: 2586b87075e661f406364c6d233c0427 (MD5) / Made available in DSpace on 2018-03-15T15:06:22Z (GMT). No. of bitstreams: 1 GerlaneDaSilvaAvelinoSantos_DISSERT.pdf: 2686210 bytes, checksum: 2586b87075e661f406364c6d233c0427 (MD5) Previous issue date: 2017-07-28 / Este estudo ? um recorte da pesquisa nacional intitulada ?Avalia??o do Plano de A??es Articuladas: um estudo nos munic?pios do Rio Grande do Norte, Par? e Minas Gerais, no per?odo de 2007 a 2012? e analisa a implanta??o dos Conselhos Escolares no munic?pio de Riachuelo/RN tomando como refer?ncia as a??es e estrat?gias previstas em seu Plano de A??es Articuladas (PAR), no per?odo de 2007 a 2011. Parte do pressuposto que a viabiliza??o da gest?o democr?tica da educa??o ? dificultada, entre outros motivos, pela ambiguidade existente entre os fundamentos da gest?o praticada pelos ?rg?os formuladores da pol?tica educacional e as suas proposi??es para a sistematiza??o das redes p?blicas de ensino de estados e munic?pios. O PAR, como instrumento de planejamento, procurou sistematizar: a gest?o educacional; a forma??o de professores e de profissionais de servi?o e apoio escolar; as pr?ticas pedag?gicas e avalia??o; e a infraestrutura f?sica e os recursos pedag?gicos. Este trabalho destaca a ?rea da gest?o da educa??o, mais especificamente, a da gest?o democr?tica da educa??o tomando como eixo norteador a an?lise da implanta??o dos Conselhos Escolares no munic?pio de Riachuelo/RN a partir do indicador ?Exist?ncia e funcionamento de Conselhos Escolares?. Para a realiza??o da pesquisa, toma por base o referencial te?rico hist?rico dial?tico e utiliza a abordagem de pesquisa qualitativa. O trabalho evidencia que houve uma evolu??o na situa??o do munic?pio no que se refere ? implanta??o dos Conselhos Escolares quando se compara o per?odo estudado de 2007-2011 com o PAR (2011-2014). Evidencia uma a??o indutiva da equipe da Secretaria de Educa??o, no sentido de mobiliza??o das escolas para implanta??o de Conselhos Escolares, por?m, de forma muito t?mida. Esse fato, aliado ? cultura de centralidade decis?ria por parte do gestor municipal, dificulta, no munic?pio, a implementa??o dos Conselhos Escolares como mecanismos de fortalecimento de participa??o e decis?o coletiva, que possibilitam a democratiza??o do processo educativo. / This study analyzes creation of School Council in the Riachuelo/RN city referring to the actions and strategies presented in the Articulated Actions Plan (PAR), from 2007 to 2011. It considers democratic management flux becomes more difficult, among other reasons, by the ambiguity between management basements that is a practice to the formulators of educational politic institutions and their proposals to the systematization public chain in the states and cities. Par, as a planning tool, aims systematizes: educational management; teachers and scholar support professionals training; pedagogical practices and evaluation; physical structure and pedagogical resources. This research detaches education management, specifically, educational democratic management in Riachuelo/RN city focusing on indicator ?Existence and operation of School Councils?. To realize this research, the theoretical base is dialectical historical and uses qualitative approach. This work detaches an evolution referring to the creation of Scholar Councils in this city when compares 2007-2001 period to Par (2011-2014). It shows an inductive action by Education Secretary staff to stimulates schools in the creation of School Councils, but in a subtle way. In addition to the municipal manager culture of centrality decision, this fact hampers creation of Scholar Councils in the city as a mechanism to reinforce collective participation and decision, important to realize democratization of educative process.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-01-27T12:56:00Z No. of bitstreams: 1 FranciscaEdilmaBragaSoaresAureliano_TESE.pdf: 2995226 bytes, checksum: 9ed0564a941fe86d6dcdf4b0821ec0d3 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-01-30T16:02:59Z (GMT) No. of bitstreams: 1 FranciscaEdilmaBragaSoaresAureliano_TESE.pdf: 2995226 bytes, checksum: 9ed0564a941fe86d6dcdf4b0821ec0d3 (MD5) / Made available in DSpace on 2017-01-30T16:02:59Z (GMT). No. of bitstreams: 1 FranciscaEdilmaBragaSoaresAureliano_TESE.pdf: 2995226 bytes, checksum: 9ed0564a941fe86d6dcdf4b0821ec0d3 (MD5) Previous issue date: 2016-02-26 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico (CNPq) / Este trabalho analisa a repercuss?o das a??es do PAR (2007-2011) na pol?tica de forma??o de professores e a educa??o municipal de Mossor?-RN, buscando compreender as rela??es federativas e os embates suscitados pelo planejamento estrat?gico na orienta??o das pol?ticas de educa??o nesse munic?pio. O PAR se inscreve nas estrat?gias de planejamento da Uni?o para a educa??o nos munic?pios brasileiros, conforme as reconfigura??es do Estado e o contexto socioecon?mico da ?poca de sua formula??o. A pesquisa que resultou nesta tese de doutorado inscreveu-se, voluntariamente, no Observat?rio de Educa??o (OBEDUC/CAPES), sob a denomina??o ?Avalia??o do Plano de A??es Articuladas (PAR): um estudo em munic?pios do Rio Grande do Norte, Par? e Minas Gerais (2007-2011)?. Firmou-se no pressuposto de que o PAR ? um programa originado do governo central para regular a educa??o nos entes federados, que desconsidera, na pol?tica de forma??o de professores, as necessidades formativas dos docentes. Tomou-se como caminho metodol?gico o materialismo hist?rico e dial?tico, cuja abordagem explicita a realidade pelo movimento do pensamento do pesquisador e dos sujeitos da pesquisa, tendo como base a materialidade hist?rica em que estes est?o inseridos. Na investiga??o, real?am-se como categorias metodol?gicas a totalidade hist?rica e a contradi??o, por possibilitarem compreender a processualidade e a criticidade dos determinantes s?cio-hist?ricos do objeto de estudo. A pesquisa teve como campo emp?rico da Secretaria Municipal de Educa??o de Mossor?, por ser este, um munic?pio da amostra do Observat?rio de Educa??o que apresenta o segundo melhor IDEB do estado do Rio Grande do Norte - RN. Participaram do estudo sete sujeitos envolvidos com os processos de formula??o e de implementa??o do PAR. A revis?o da literatura, a an?lise documental e a investiga??o emp?rica constitu?ram as fases da pesquisa. Utilizou-se como instrumentos apreens?o dos dados da realidade, question?rios e a entrevista semiestruturada. Os dados foram analisados seguindo os par?metros dos n?cleos de significa??o, procedimento anal?tico recomendado na pesquisa s?cio-hist?rica e dial?tica. Apoiaram-se em tr?s categorias te?ricas: regula??o, planejamento e forma??o de professores. O estudo constatou que, no referido munic?pio, no momento da formula??o do programa, existia uma pol?tica de forma??o consolidada decorrente de parceria com o Instituto Ayrton Senna, que repercutiu na defini??o do n?mero reduzido de a??es. Os resultados do estudo apontam contradi??es, limites e desafios nas pol?ticas educacionais planejadas pela Uni?o, integrantes do PDE, a serem implementadas pelo ente municipal. Se, por um lado, o PAR aproximou os entes federativos, por outro fragilizou as rela??es federativas, reduzindo o poder de decis?o dos governos subnacionais. Quanto ? forma??o de professores, o programa complementou a??es que estavam em andamento no munic?pio e outras que n?o foram contempladas no documento, mas obtiveram financiamento do MEC devido ? ades?o ao Compromisso Todos pela Educa??o. Desse modo, o modelo unificado das pol?ticas formativas formuladas com base em indicadores de qualidade da educa??o exclu?a as necessidades formativas e as diversidades sociais, hist?ricas e econ?micas da realidade dos docentes, das escolas e dos sistemas de ensino. / This paper evaluates the repercussion of the PAR (2007-2011) actions into the policy of professor training and the municipal education in Mossor?-RN, and tries to understand the federative relations and the consequences produced by the strategic plan in the guidance of education policies in that municipality. PAR falls within the federal plan strategies for education in Brazilian municipalities, according with the reconfigurations of the Brazilian State and the social-economic context of the epoch of its creation. The investigation that resulted in this doctorate thesis was booked voluntarily in the Education Observatory (OBEDUC/CAPES), under the name of ?Evaluation of the Articulated Actions Plan (PAR): a study on Municipalities of Rio Grande do Norte, Par? and Minas Gerais (2007-2011)?. The starting point is that PAR is a programme originated in the federal government to rule education in the federal entities, and that in its policy of teacher formation it ignores the formative needs of these professionals. The methodological option was the historic and dialectic materialism, whose approach explains reality through the work of the investigator?s mind, as well as of the subjects of research, and finds support on the historic materiality in which they insert themselves. The investigation stands out as methodological categories the historic totality, the contradiction and the praxis, inasmuch as they make help to understand the process and the criticism of the social-historic determinants of the object of study. The empirical field of the research was the Mossor? Municipal Department of Education, because that municipality is a sample of the Education Observatory, which presents the second best Rio Grande do Norte - RN IDEB. Seven persons involved in the PAR formulation and implementation processes. Literature revision, documental analysis and empirical investigation constituted the phases of the research. The implemented tools included apprehension of the data of reality, questionnaires and semi-structured interviews. The analysis of the data followed the parameters of the signification nuclei, test procedure recommended in the social-historic and dialectic research. Three theoretic categories gave them support: regulation, planning and teacher training. The investigation revealed that when the programme was formulated, there were in the municipality a training policy consolidated due a partnership with the Ayrton Senna Institute, which affected the definition of the reduced number of actions. The results of the study pointed contradictions, limits and challenges in the educational policies planned by the federal union and participants of the PDE as proposed to the municipalities. If, on one hand, PAR helped to approximate the federative entities, on the other, it weakened the federative relations, reducing the decision-power of the sub-national governments. As what concerns teacher training, the programme complemented actions on course and others that, although neglected in the document, were funded by MEC in result of their adhesion to the commitment All for Education. Thus, the unified model of formative policies based on education quality scores excludes the formative needs and social, historic and economic diversities of the reality of the teachers and of the education systems.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-02-13T19:39:36Z No. of bitstreams: 1 GersonitaPaulinoDeSousaCruz_DISSERT.pdf: 2289601 bytes, checksum: 02895d8b4dc43c63cfdfcb78d77286a7 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-02-14T20:13:25Z (GMT) No. of bitstreams: 1 GersonitaPaulinoDeSousaCruz_DISSERT.pdf: 2289601 bytes, checksum: 02895d8b4dc43c63cfdfcb78d77286a7 (MD5) / Made available in DSpace on 2017-02-14T20:13:25Z (GMT). No. of bitstreams: 1 GersonitaPaulinoDeSousaCruz_DISSERT.pdf: 2289601 bytes, checksum: 02895d8b4dc43c63cfdfcb78d77286a7 (MD5) Previous issue date: 2015-07-30 / Este trabalho apresenta o resultado de uma pesquisa te?rico-emp?rica realizada na Secretaria de Educa??o do Munic?pio de Natal/RN. Teve como objetivo analisar a influ?ncia do Plano de A??es Articuladas (PAR), desenvolvido no per?odo de 2007 a 2011, nas concep??es de avalia??o da aprendizagem difundidas na rede municipal. A pesquisa insere-se no campo dos estudos sobre avalia??o de pol?ticas p?blicas educacionais, desenvolvida a partir de uma pesquisa em rede do Observat?rio da Educa??o, denominada ?Avalia??o do Plano de A??es Articuladas: um estudo em munic?pios dos estados do Rio Grande do Norte, Par? e Minas Gerais no per?odo de 2007-2011?. Para sua realiza??o, optou-se pela metodologia qualitativa e, como procedimentos de pesquisa, foram realizadas revis?o da literatura, an?lise documental e entrevistas semiestruturadas. O interesse em estudar a influ?ncia do PAR nas pr?ticas avaliativas do munic?pio de Natal desenvolveu-se a partir das discuss?es da pesquisa em rede j? citada. O PAR integra as a??es do Plano de Desenvolvimento da Educa??o, um plano do executivo que tem como objetivo a melhoria da qualidade educacional. Por meio da ades?o ao Plano de Metas Compromisso pela Educa??o e da elabora??o do PAR, os munic?pios receberiam assist?ncia t?cnica e financeira da Uni?o, necess?ria para a melhoria do funcionamento das suas escolas e, consequentemente, do ensino. Sendo assim, a totalidade dos munic?pios e estados brasileiros, al?m do Distrito Federal, aderiu ao plano. Tendo em vista a melhoria dos resultados obtidos no ?ndice de Desenvolvimento da Educa??o B?sica (IDEB), a Rede Municipal de Ensino de Natal implementou a??es referentes ? avalia??o da aprendizagem. Vale salientar que na Secretaria Municipal de Educa??o j? existia um processo de planejamento educacional consolidado, de forma que o PAR interfere e sobrep?e-se aos processos j? existentes, intervindo na autonomia do sistema de planejar suas a??es. Por outro lado, confere maior sistematicidade aos conv?nios celebrados entre a inst?ncia federal e a rede de ensino. No que concerne ? concep??o de avalia??o, j? se encontrava na rede tanto nos documentos consultados quanto nas falas das assessoras pedag?gicas das escolas, visando consolidar o modelo de avalia??o formativa, no entanto, as condi??es de trabalho tanto dos assessores quanto dos professores, a implementa??o de pol?ticas sem as devidas condi??es de forma??o, a contrata??o de pessoal, a estrutura de funcionamento, dentre outros fatores, comprometiam, em grande medida, que a avalia??o formativa fosse vivenciada nas escolas. Constatamos que na rede municipal de Natal j? havia uma proposta de avalia??o formativa consolidada antes da implementa??o do PAR. Na elabora??o desse plano, a rede municipal selecionou programas cuja proposta se aproximava do referencial adotado na rede de ensino, entre as possibilidades dispon?veis para a implementa??o das a??es nos indicadores pesquisados. Apesar disso, o PAR, em si, se pauta por uma l?gica gerencialista, que enfoca a concep??o do Estado-avaliador, cuja avalia??o se funda no controle das a??es, da efic?cia e da efici?ncia dos resultados. / This work presents a theoretical and empirical research realized at the Education Office in the city of Natal in Rio Grande do Norte-Brazil. The research aimed to analyze the learning assessment conceptions practices on behalf of in public schools. This is done through the implementation of the Articulated Action Plan (AAP), in the time span of 2007 to 2011. The research relates to the public policies educational evaluation field study. It was developed from a prior network research called "An evaluation of Articulated Action Plan: a study in municipalities in the states of Rio Grande do Norte, Par? and Minas Gerais from 2007 to 2011" from the Education Observatory. In order to achieve goals set by this research, there was use of a qualitative methodology and as research procedures with literature review, document analysis and semi-structured interviews. The interest in studying the influence of AAP in assessment practices in Natal was due to the discussions realized by the already mentioned research. The AAP is part of the actions realized by city?s Education Development Plan of the Executive power. It aims to improve quality in Education. By adhering to the Target Commitment Education Plan as well as the preparation procedures of AAP, municipalities receive technical and financial assistance from the Union, These resources are needed in order to improve the schools functioning and thus, education. All municipalities, Brazilian states and the Federal District, have already joined the plan. Since Natal has improved its results regarding the Basic Education Development Index, the Municipal Education Network has implemented actions related to learning assessment. It is noteworthy to observe that the Municipal Education Office has already consolidated educational planning process. It was seen that the AAP interferes and overlaps the existing processes, intervening in the autonomy to plan actions. On the other hand, it provides more systematic procedures in agreements signed between the federal level and the school system network. Regarding the concept of evaluation, documents for decision making and pedagogical support were previously available. These documents aimed to consolidate a formative evaluation model approach. However, there is still lack of proper work conditions on behalf of advisers and professors, the implementation of policies without proper training conditions, staff hiring, the current operating structure, among other factors committed formative assessment to a large extent in these schools. The AAP indicators for the learning assessment and technical assistance related to the Brazilian Ministry of Education and Culture also point towards the same perspective of formative assessment, which can contribute so that it is consolidated in the current school system.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-04-17T22:47:11Z No. of bitstreams: 1 EmmanuelleArnaudAlmeidaCavalcanti_TESE.pdf: 4623683 bytes, checksum: b5f2400206ccb8ad9c0b2dd9b0086658 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-04-19T23:17:35Z (GMT) No. of bitstreams: 1 EmmanuelleArnaudAlmeidaCavalcanti_TESE.pdf: 4623683 bytes, checksum: b5f2400206ccb8ad9c0b2dd9b0086658 (MD5) / Made available in DSpace on 2017-04-19T23:17:35Z (GMT). No. of bitstreams: 1 EmmanuelleArnaudAlmeidaCavalcanti_TESE.pdf: 4623683 bytes, checksum: b5f2400206ccb8ad9c0b2dd9b0086658 (MD5) Previous issue date: 2016-12-09 / A compreens?o da din?mica de compartilhamento do poder nas transforma??es recentes do federalismo brasileiro perpassa pela elucida??o das regras do jogo federativo existentes na interdepend?ncia entre os entes federados. Tendo como objeto de an?lise o Plano de A??es Articuladas (PAR), um planejamento multidimensional da pol?tica de educa??o elaborado pelos munic?pios para um per?odo de quatro anos, esta tese possui como objetivo analisar o PAR, situando-o no contexto do federalismo brasileiro, tendo como foco a interdepend?ncia nas rela??es entre os entes federados, com destaque para a gest?o do PAR do munic?pio de Campina Grande, PB. O trabalho se alicer?ou na teoria do federalismo cooperativo, com foco nas categorias que fundamentam a busca da unidade na diversidade: descentraliza??o, autonomia e coopera??o, bem como na an?lise da coordena??o federativa do MEC. A pesquisa ? de natureza qualitativa, baseando-se em an?lise documental e em an?lise de conte?do de entrevistas semiestruturadas, organizada por meio de categorias tem?ticas, com a elabora??o de redes sem?nticas. No exame da trajet?ria do PAR, existem tr?s fases: sua concep??o, centralizada no MEC; diagn?stico e elabora??o dos planos pelo munic?pio, desenvolvidos sob um padr?o hierarquizado de rela??es intergovernamentais; execu??o e monitoramento dos resultados, com articula??o de a??es para o exerc?cio do PAR, por?m sem acompanhamento efetivo. Em s?ntese, o PAR funciona por meio da determina??o de padr?es e de uma distribui??o territorial de poder com divis?o de compet?ncias entre Uni?o, estado e munic?pio, buscando instituir a cultura do planejamento e romper com a tradi??o pol?tica de projetos de balc?o para melhorar o relacionamento independentemente da capacidade institucional dos munic?pios. Contudo, as especificidades locais s?o pouco consideradas, e as assimetrias regionais permanecem, al?m de haver outras implica??es, como compromissos n?o cumpridos e falta de mecanismos de acompanhamento dos resultados, enaltecendo a necessidade de transpar?ncia das iniciativas. Discute-se que, devido ?s elei??es, as mudan?as de gest?o desencadeiam rupturas no desenvolvimento das a??es do PAR, bem como a descontinuidade do planejamento feito por gestores antecessores. Tamb?m existe transfer?ncia de responsabilidades do PAR para terceiros, mas, em outros casos, os gestores n?o s? entendem como se imputam da fun??o de instituir mecanismos locais para a melhoria da qualidade da educa??o. As responsabilidades conjuntas s?o exercidas sob um contexto que exige clareza no compartilhamento de poder e comunica??o eficaz entre os entes. Como decorr?ncia da intera??o, surgem ?reas de sobreposi??o e interpenetra??o na concep??o de pol?ticas p?blicas. Em Campina Grande, limites foram encontrados na materializa??o do regime de colabora??o, mas h? a??es em termos de responsabilidades conjuntas, sobressaindo a autonomia do munic?pio na defini??o de pr?ticas locais. As conclus?es permitem enfatizar que a concep??o de uma pol?tica coordenada pelo MEC, articulada ? gest?o da educa??o do munic?pio, cuja organiza??o pauta-se pelos sentidos de autonomia e descentraliza??o, evidencia as heterogeneidades brasileiras, acentuando o dilema da tomada de decis?o compartilhada para a efetiva??o das pol?ticas educacionais. Por isso, as recomenda??es seguem no sentido de melhorar a tomada de decis?o dos governos, visando, especialmente, ? gest?o educacional e ? colabora??o. / The comprehension of the power-sharing dynamic in recent transformations of Brazilian federalism requires an elucidation of the federative game rules existent in the interdependency of the federated entities. The objective of this thesis is to analyse the Plan of Articulated Actions (Plano de A??es Articuladas ? PAR) - a four-year multidimensional plan of educational policy elaborated by local authorities - by placing it in the context of Brazilian federalism, focusing on the interdependency of the federated entities, and highlighting the PAR?s management in the city of Campina Grande, Para?ba. This paper is based on the analysis of MEC?s federative coordination and the theory of cooperative federalism, with a focus on the categories that ground the search of unity in diversity: decentralization, autonomy and collaboration. The research is qualitative in nature, basing itself on documental analysis and analysis of semistructured interviews, organized by thematic categories elaborated through semantic networks. The PAR consists of three phases: its conception, executed by MEC; its diagnosis and elaboration ? developed under a hierarchical standard of intergovernmental relations ? achieved by the local authority in question; its execution and monitoring. In summary, the PAR operates by establishing standards and a territorial distribution of power through division and assignment of responsibilities to federal, state and local authorities. It ruptures with a practice of separate and unrelated demands, instituting a culture of planning. Unfortunately, the local specificities are overlooked and the regional asymmetries keep on existing, as well as many other complications such as unfulfilled commitments, the absence of monitoring mechanisms and lack of transparency of the initiatives. It is argued that, due to the elections, changes in management can trigger ruptures in the development of PAR actions, as well as discontinuing previous managers? planning. There are also scenarios in which PAR responsibilities are transferred to third parties, but, in some cases, the managers not only understand, but also take on the responsibility of instituting local mechanisms to improve education quality. Joint responsibilities are exercised in a context that requires clarity in the sharing of power and effective communication between the entities. Due to these interactions, the conception of public policies finds itself in overlapping and interpenetrating areas. In Campina Grande, limits were encountered in the materialization of the collaboration regime, and few advances are shown in terms of joint responsibilities, with the autonomy of the local authority taking the lead in the definition of local practices. The conclusions emphasize that the conception of an initiative coordinated by MEC, articulated to the municipal education management, whose organization is guided by the senses of autonomy and decentralization, shows the Brazilian heterogeneities, accentuating the dilemma of the shared decision-making for the realization of educational policies. Hence, the following recommendations aim to improve the governments? decision-making, with a particular focus on educational management and collaboration.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-11-22T21:05:23Z No. of bitstreams: 1 DanielaCunhaTerto_TESE.pdf: 1532982 bytes, checksum: 81aa7f5eee6baed2102019ae2b15f918 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-11-24T20:29:03Z (GMT) No. of bitstreams: 1 DanielaCunhaTerto_TESE.pdf: 1532982 bytes, checksum: 81aa7f5eee6baed2102019ae2b15f918 (MD5) / Made available in DSpace on 2017-11-24T20:29:04Z (GMT). No. of bitstreams: 1 DanielaCunhaTerto_TESE.pdf: 1532982 bytes, checksum: 81aa7f5eee6baed2102019ae2b15f918 (MD5) Previous issue date: 2017-03-23 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / A presente Tese analisa as rela??es intergovernamentais entre a Uni?o e o munic?pio de Riachuelo/RN no ?mbito do Plano de A??es Articuladas ? PAR (2007-2011), buscando compreender se o inter-relacionamento pactuado no Plano foi capaz de fortalecer a gest?o democr?tica na rede de ensino do munic?pio de Riachuelo. O PAR ? uma pol?tica de planejamento e gest?o dos sistemas de ensino, implementada nos munic?pios, estados e Distrito Federal em colabora??o com a Uni?o visando ? melhoria da qualidade da educa??o b?sica. Essa tese assume como referencial te?rico-metodol?gico o materialismo hist?ricodial?tico. Compreende-se que pensar a inter-rela??o entre os diferentes n?veis de governo na execu??o de pol?ticas educacionais, implica consider?-las no plano da historicidade e das contradi??es, como parte de uma totalidade maior, constitu?da por uma rela??o insepar?vel entre o estrutural e o conjuntural. Como procedimentos t?cnicos de pesquisa, foram utilizados a revis?o da literatura, a an?lise documental e a realiza??o de entrevistas semiestruturadas com membros da equipe t?cnica local de elabora??o do PAR de Riachuelo. Os resultados evidenciam que ainda que o PAR tenha sido concebido sob a perspectiva do regime de colabora??o, este Plano se caracteriza mais como uma pol?tica induzida pelo governo central, caracterizando assim inger?ncia da Uni?o sob os demais entes da federa??o. Na trajet?ria da federa??o brasileira h? um predom?nio do governo central, inclusive na proposi??o de pol?ticas p?blicas, cuja ades?o volunt?ria dos demais entes federados ? refor?ada por suas baixas capacidades arrecadat?ria e t?cnica, tornando-os dependentes da assist?ncia t?cnica e financeira da Uni?o, o que provoca o desequil?brio das rela??es entre os governos nas arenas decis?rias. Ao aderir ao PAR, os munic?pios se comprometem a avaliar a gest?o educacional, pactuando a??es que visam fortalecer a gest?o democr?tica nas redes de ensino, tais como a cria??o de ?rg?os colegiados, de planos municipais de educa??o, de projetos pedag?gicos e escolha de diretores escolares. No munic?pio de Riachuelo, concluiu-se que o PAR foi formulado e executado tendo como par?metro os princ?pios da gest?o gerencial, modelo antag?nico ? gest?o democr?tica. Foi estabelecido por meio de um contrato de gest?o e foram institu?das novas formas de controle da execu??o do Plano. Apesar de seu car?ter gerencial, pode-se concluir que o PAR trouxe melhorias para o sistema de educa??o de Riachuelo. Alterou a l?gica patrimonialista predominante na assist?ncia da Uni?o aos munic?pios e favoreceu, ainda que timidamente, a gest?o democr?tica no munic?pio ao instituir mecanismos capazes de ampliar os espa?os de autonomia, participa??o e descentraliza??o do sistema de ensino e das escolas. A contribui??o, contudo, ocorreu em pequena escala, pois se consubstanciou em a??es fragmentadas e sem a efetiva participa??o da comunidade escolar. A consolida??o da gest?o democr?tica em Riachuelo ?, portanto, tarefa que n?o se esgota com a proposi??o de uma pol?tica de governo pontual como o PAR, pois demanda mudan?as estruturais que est?o al?m das possibilidades do Plano. / This present thesis analyzes the relationship between the Union and Riachuelo/RN city in relation to Plano de A??es Articuladas ? PAR (?Articulated Actions Plan?; 2007-2011), searching for understanding if this inter-relationship colluded in that Plan was able to strengthen the democratic management on the teaching network at Riachuelo. PAR refers to politics of planning and management of teaching systems, implemented at cities, states and Federal District in cooperation to the Union aiming to improve elementary and high school teaching quality. This take as theoretical and methodological the materialism historicaldialectical mechanism. We understand that thinking an inter-relation among several levels of the government in the accomplishment of education politics in the case of PAR implies considering it a plan in historicity and in its contradictions as part of a larger entirety, build by an inseparable relationship between the structure and the conjunctural ones. As technical procedures for researching we used the literature review, the documental analyzes and we have made interviews semi-structured with members of the local technical staff that elaborated Riachuelo?s PAR. The results made clear that even if PAR had been made as a cooperative administration perspective between federated parts and this plan, it could be characterized more as a policy incited for the central government with actions that are predetermined so that the other federative parts do not have the autonomy to change the political design. This way it characterizes a meddling of the Union upon the other federative parts. In Brazilian federative history, there is always a predominance of the central government including in the proposal of public politics, whose voluntary adhesion of the other federative parts is reinforced for its low-income levy and low technical capacity making them dependents of the technical and financial assistance of the Union. This provokes unbalance of relations among government parts on the decisive fields. As they adhere to PAR, cities are committed to evaluate the education management, associating actions that aim to strengthen the democratic management in teaching network, such as the creation of collegial organ, city plans for education, pedagogical projects and the election of school principals. In Riachuelo city, we could conclude that PAR was build and executed having a parameter of the principals of technical management, antagonist model to democratical management. A management contract and was established and it was set new forms of controlling of the plan execution. Despite of its management character we concluded that PAR bought up better quality for the educational system of Riachuelo. The interrelations established between the city and Union by Plano de A??es Articuladas from 2007 to 2011 were positive in the sense they changed the patrimonial logic that predominates at the Union assistance for the cities, and it also strengthen otherwise timidly the democratic management in the city, by imposing arrangements capable of expanding autonomy spaces, partnership and decentralizing of the teaching system and of schools. However, the contribution occurred in a smaller scale, since it substantiated in fragmented actions and without the effective participation of the school community. The consolidation of the democratical management in Riachuelo city as well is therefore a task that is not finished with the proposition of punctual government politics as it is in PAR, because it demands structural changes that are beyond Plans possibilities.