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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.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/22699 |
| Date | 09 December 2016 |
| Creators | Cavalcanti, Emmanuelle Arnaud Almeida |
| Contributors | 05754372434, http://lattes.cnpq.br/2272273005907974, Diniz, Adriana Val?ria Santos, 55249396453, http://lattes.cnpq.br/7196551398849603, Castro, Alda Maria Duarte Ara?jo, 18930689515, http://lattes.cnpq.br/1267050454995209, Dourado, Luiz Fernandez, 24676756100, Fran?a, Magna, 12861138149, http://lattes.cnpq.br/1964589133589645, Barbalho, Maria Goretti Cabral, 10595325491, http://lattes.cnpq.br/9999709754863111, Rodrigues, Mel?nia Mendon?a, http://lattes.cnpq.br/6786946916201689, 08106010368, 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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