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Previous issue date: 2016-12-19 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico (CNPq) / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / As pol?ticas educacionais na contemporaneidade t?m incorporado princ?pios da nova gest?o
p?blica (NGP), que se configura como modelo hegem?nico no cen?rio da globaliza??o
neoliberal. A NGP surgiu como resposta ? crise do modelo burocr?tico na administra??o
p?blica, e seus princ?pios se assentam na maximiza??o do controle, competitividade,
avalia??o, presta??o de contas, responsabiliza??o, descentraliza??o de tarefas, participa??o
controlada, responsabilidade individual e coletiva, os quais s?o ressignificados de acordo com
os contextos de implanta??o e ajustados segundo as particularidades locais. No Brasil,
constata-se que essa matriz gerencial incorpora-se ?s pol?ticas p?blicas, desde a d?cada de
1990, consolidando-se ao longo dos anos 2000 na gest?o dos sistemas educacionais. Nesse
per?odo, verifica-se a intensifica??o das pol?ticas de avalia??o, presta??o de contas e
responsabiliza??o no setor p?blico, em todas as ?reas e, particularmente, na educa??o. Dessas
pol?ticas, a responsabiliza??o tem sido utilizada como estrat?gia para rotular os sistemas de
forma positiva ou negativa, considerando os desempenhos obtidos nos processos de avalia??o
e presta??o de contas. Na educa??o brasileira, trata-se de um tema relacionado com a
responsabilidade educacional, o qual vem assumindo centralidade nos ?ltimos anos no pa?s,
de modo que tem sido mat?ria de preocupa??o do Poder Executivo e Legislativo, configurado
no debate e na produ??o de instrumentos legais que tramitam atualmente na C?mara dos
Deputados. Embora o pa?s n?o possua, ainda, uma Lei de Responsabilidade Educacional,
observa-se que nos n?veis subnacionais e locais emergiram algumas experi?ncias com essas
caracter?sticas, dentre elas a do munic?pio de Mossor?, no estado do Rio Grande do Norte.
Esse ente federado aprovou, no ano de 2010, por meio da Lei municipal n. 2.717/2010, a
Pol?tica de Responsabilidade Educacional (PRE). A presente pesquisa elege como objeto de
investiga??o essa pol?tica, cujo foco de an?lise volta-se para compreender como se efetivou o
seu processo de concep??o e execu??o no per?odo de 2010 a 2015. Para o encaminhamento da
an?lise do objeto de estudo, optou-se pelo materialismo hist?rico-dial?tico, por considerar que
esse m?todo permite entend?-lo nas suas rela??es e media??es, assegurando, portanto, uma
compreens?o contextualizada de sua configura??o. Como procedimentos de pesquisa, foram
utilizadas a revis?o bibliogr?fica, a an?lise documental e a realiza??o de entrevistas
semiestruturadas com cinco participantes do processo de concep??o e implementa??o da PRE.
Para organiza??o e interpreta??o dos dados, recorreu-se a alguns elementos da an?lise de
conte?do (BARDIN, 1977). Constata-se que a PRE de Mossor? surgiu, nesse contexto, como
uma resposta ?s dificuldades diagnosticadas pela assessoria da educa??o municipal e
registradas no Planejamento Estrat?gico da Rede Municipal de Ensino (PERME), que
indicavam a necessidade de ajustes na administra??o e gest?o da Rede. A PRE institui
processos de responsabiliza??o focalizados no controle de resultados sob formas de
premia??es materiais, com pagamento financeiro do d?cimo quarto sal?rio aos funcion?rios
da escola e poupan?a para o aluno que mais se destaca nos processos de avalia??o e
participa??o nas atividades escolares. No plano simb?lico, empresas que desenvolvem
programas de responsabilidade social na Rede e um dos pais com atua??o no Conselho
Escolar recebem medalhas e diplomas. A pol?tica municipal materializada na LRE refor?a a
vigil?ncia e a sensa??o de medo quanto ? possibilidade da demiss?o ou rotatividade de
professores, diretores e supervisores que n?o contribuem para a melhoria dos indicadores,
embora durante o per?odo de implementa??o (2010-2015) isso n?o tenha acontecido. Concluise
que a PRE se configura como uma nova engrenagem de responsabiliza??o na
administra??o da educa??o baseada no controle de resultados. / The educational policies in the contemporary world have incorporated principles of the new
public management (NGP), which is configured as a hegemonic model in the scenario of
neoliberal globalization. It should be noted that NGP emerged as a response to the crisis of the
bureaucratic model in the Public Administration, and its principles are based on the control
maximization, competitiveness, evaluation, accountability, liability, decentralization of tasks,
controlled participation, individual and collective responsibility. These principles are
redefined according to the contexts of implementation and are adjusted according to the local
particularities. In Brazil, it is noticed that this managerial matrix is incorporated into public
policies since the 1990s, being consolidated throughout the years 2000, in the management of
educational systems. In this period, it is possible to verify the intensification on the evaluation
policies, accountability and liability in the public sector, in all areas and, particularly, in
education. From these policies, accountability has been used as a strategy to label systems
positively or negatively, taking into account the performance of the evaluation and
accountability processes. In Brazilian education, this is a topic related to the educational
responsibility, which has been central in recent years in the country, so it has been a matter of
concern to the executive and legislative power, configured in the debate and in the production
of legal instruments which are currently under process in the Chamber of Deputies. Although
the country does not yet have an Educational Responsibility Law, it can be observed that at
the subnational and local levels some experiences with these characteristics emerged, such as
the municipality of Mossor?, in the State of Rio Grande do Norte. This federated entity
approved, in the year 2010, through the municipal Law n. 2,717/2010, the Educational
Responsibility Policy (PRE). The present research selects this policy as the object of research,
which focus of analysis is to understand how its conception and execution process took place
in the period from 2010 to 2015. In order to refer the analysis of the object of study, it was
decided by the historical-dialectical materialism, considering that this method allows us to
understand it in its relations and mediations, thus ensuring a contextualized understanding of
its configuration. As research procedures, it was chosen the bibliographic review,
documentary analysis and semi-structured interviews with five participants from the process
of conception and implementation of PRE. For the organization and interpretation of the data,
some elements of content analysis were used (BARDIN, 1977). In this context, it is verified
that the PRE of Mossor? emerged as a response to the difficulties diagnosed by the municipal
education counseling and recorded in the Strategic Planning of the Municipal Education
Network (PERME), which indicated the need for adjustments in the administration and
management of the Network. The PRE establishes accountability processes focused on the
control of results under forms of material rewards, with financial payment of the fourteenth
salary to the school employees and saving account for the student who stands out most in the
processes of evaluation and participation in school activities. On the symbolic level,
companies which develop social responsibility programs in the Network and one of the
parents who work in the School Council receive medals and diplomas. The municipal policy
embodied in the LRE reinforces vigilance and a sensation of fear about the possibility of
dismissal or turnover of teachers, principals and supervisors who do not contribute to the
improvement of the indicators, although during the implementation period (2010-2015) this
has not happened. It is concluded that the PRE is configured as a new mechanism of
responsibility in the administration of municipal public education in Mossor?-RN, based on
the results control.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/22697 |
| Date | 19 December 2016 |
| Creators | Souza, Allan Solano |
| Contributors | 05754372434, http://lattes.cnpq.br/2272273005907974, Medeiros, Arilene Maria Soares de, 70320748472, http://lattes.cnpq.br/5952418386886733, Guedes, Gilmar Barbosa, 78588944472, http://lattes.cnpq.br/2027157262023382, Oliveira, Jo?o Ferreira de, 43611052191, http://lattes.cnpq.br/9753142663168623, Fran?a, Magna, 12861138149, http://lattes.cnpq.br/1964589133589645, Silva, Marcelo Soares Pereira da, 26030292153, http://lattes.cnpq.br/1792746783494704, Barbalho, Maria Goretti Cabral, http://lattes.cnpq.br/9999709754863111, 10595325491, Cabral Neto, Antonio |
| Publisher | PROGRAMA DE P?S-GRADUA??O EM EDUCA??O, UFRN, Brasil |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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