A gestão compartilhada e direta na Educação Infantil: análise sobre duas escolas de Presidente Prudente-SP
Carregando...
Data
2020-08-10
Autores
Gianfelice, Ana Paula
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
Este estudo foi desenvolvido na linha de pesquisa “Formação dos Profissionais da Educação, Políticas Educativas e Escola Pública” do Programa de Pós-Graduação em Educação da Faculdade de Ciências e Tecnologia da Unesp, campus de Presidente Prudente. A proposta centrou-se em caracterizar e analisar o modelo de gestão compartilhada adotado desde 2014 por Presidente Prudente para oferta da Educação Infantil e cotejá-lo com o atendimento direto prestado pelo município, sob a ótica das participantes, com base nos Indicadores da Qualidade na Educação Infantil. Diante deste objetivo central, mediante abordagem qualitativa, foi realizada pesquisa bibliográfica e documental sobre a temática em questão, por meio de análise dos documentos que celebram a gestão compartilhada entre o município e a associação responsável, bem como entrevista semiestruturada com professoras e gestoras das escolas analisadas e com a Coordenadora de Gestão Educacional que atua na Secretaria Municipal de Educação. Nas entrevistas semiestruturadas com as professoras e gestoras foram utilizados como base para o roteiro os Indicadores da Qualidade na Educação Infantil, e para coordenadora seguiu-se um roteiro de perguntas destinado às razões do compartilhamento, ao processo de implementação da parceria e às condições das escolas compartilhadas. A gestão compartilhada no município de Presidente Prudente teve início no ano de 2014, com apenas duas creches, chegando a nove unidades desse modelo em 2017 e perdurando até os dias atuais. Os resultados da pesquisa mostram que esse foi um recurso utilizado pelo município para zerar a lista de espera de 0 a 3 anos e a Secretaria Municipal de Educação mantém as escolas compartilhadas sobre sua supervisão garantindo que todas as orientações e formações destinadas às escolas diretas sejam também acatadas e executadas pelas escolas compartilhadas. As escolas apresentaram semelhança na elaboração da proposta pedagógica, na rotina de alimentação escolar e na falta de um espaço para biblioteca. As duas escolas evidenciaram ainda a discrepância nas condições de trabalho, a escola direta conta com um terço da jornada destinado ao momento de planejamento e formação dos professores, além do vínculo de trabalho efetivo e plano de carreira. Na escola compartilhada, a carga semanal de trabalho é de 26 horas, das quais 4 horas semanais são reservadas para planejamento e formação, as professoras são contratadas mediante a Consolidação da Leis do Trabalho (CLT), não havendo plano de carreira. Depreende-se que as professoras são remuneradas com base na lei nº 11.738/2008, de acordo com as horas trabalhadas semanalmente. Constatou-se também diferenças na estrutura dos prédios, na manutenção dos equipamentos, no número de alunos matriculados por sala, evidenciando diferentes condições de oferta da educação infantil nas duas escolas.
This study was carried out following the research line “Background Development of Education, Education Policies and Public School Professionals”, offered by the Graduate Program on Education at Faculdade de Ciências e Tecnologia, Unesp college, Presidente Prudente Campus. The proposal focused on characterizing and analyzing the model of shared management since 2014 by Presidente Prudente to offer early children’s education and compare it with the service direct provided by the municipality, from the perspective of the participants, based on the quality indicators of children’s education. In view of this main purpose, by using a qualitative approach, one carried out bibliographic and documental research on the subject at issue, by analyzing the documents which establish management shared by the county and the association responsible for it, as well as semi-structured interviews held with teachers and managers of the analyzed schools and with the Education Management Coordinator of the County Education Department. In the semi-structured interviews held with teachers and managers, one used the quality indicators of children’s education as a basis for study itinerary, and concerning the coordinator one followed an itinerary of questions oriented to the motives of such a sharing, to the partnership implementation process and to the prevailing conditions of the shared schools. Shared management in Presidente Prudente county started in 2014, comprising only two kindergartens, reaching nine units of such a model in 2017, the same number prevailing nowadays. The research results show that this was a device used by the county to reset the waiting list from 0 to 3 year- old children and the County Education Department supports the shared schools under its supervision granted that all the guidelines and training meant for direct schools may also be accepted and carried out by shared schools. Such schools present similarities in the working up of pedagogical proposals, school meal routine and lack of facilities for installing a library. They also made it clear that there were discrepancies in the prevailing work conditions, the direct school comprises a third of working hours meant for its teachers’ planning and training, besides effective work employment relationship and career plan. In the shared school, the weekly working hours comprises 26 hours, of which 4 weekly hours are meant for planning and training, teachers are hired according to the Brazilian Labor Code (CLT), and there was no career plan. One concludes that teachers’ payment is based on law n° 11,738/2008, in accordance with their weekly.working hours. One also concluded that differences in school facilities, equipment maintenance, number of students enrolled in each classroom, confirm different conditions for children’s education provision in both schools.
This study was carried out following the research line “Background Development of Education, Education Policies and Public School Professionals”, offered by the Graduate Program on Education at Faculdade de Ciências e Tecnologia, Unesp college, Presidente Prudente Campus. The proposal focused on characterizing and analyzing the model of shared management since 2014 by Presidente Prudente to offer early children’s education and compare it with the service direct provided by the municipality, from the perspective of the participants, based on the quality indicators of children’s education. In view of this main purpose, by using a qualitative approach, one carried out bibliographic and documental research on the subject at issue, by analyzing the documents which establish management shared by the county and the association responsible for it, as well as semi-structured interviews held with teachers and managers of the analyzed schools and with the Education Management Coordinator of the County Education Department. In the semi-structured interviews held with teachers and managers, one used the quality indicators of children’s education as a basis for study itinerary, and concerning the coordinator one followed an itinerary of questions oriented to the motives of such a sharing, to the partnership implementation process and to the prevailing conditions of the shared schools. Shared management in Presidente Prudente county started in 2014, comprising only two kindergartens, reaching nine units of such a model in 2017, the same number prevailing nowadays. The research results show that this was a device used by the county to reset the waiting list from 0 to 3 year- old children and the County Education Department supports the shared schools under its supervision granted that all the guidelines and training meant for direct schools may also be accepted and carried out by shared schools. Such schools present similarities in the working up of pedagogical proposals, school meal routine and lack of facilities for installing a library. They also made it clear that there were discrepancies in the prevailing work conditions, the direct school comprises a third of working hours meant for its teachers’ planning and training, besides effective work employment relationship and career plan. In the shared school, the weekly working hours comprises 26 hours, of which 4 weekly hours are meant for planning and training, teachers are hired according to the Brazilian Labor Code (CLT), and there was no career plan. One concludes that teachers’ payment is based on law n° 11,738/2008, in accordance with their weekly.working hours. One also concluded that differences in school facilities, equipment maintenance, number of students enrolled in each classroom, confirm different conditions for children’s education provision in both schools.
Descrição
Palavras-chave
Gestão compartilhada, Gestão direta, Educação infantil, Indicadores da qualidade, Shared management, Direct management, Children’s education, Quality indicators