O plano de desenvolvimento da escola (PDE-Escola): instrumento de autonomia para as unidades escolares?
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Data
2012-08-13
Autores
Schimonek, Elisangela Maria Pereira [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
As políticas educacionais dos anos 1990, fortemente influenciadas pelo ideário neoliberal, por prescrições de organismos internacionais como o Banco Mundial e ainda por princípios da Reforma do Estado Brasileiro, empreendidas no Governo Fernando Henrique Cardoso, foram vias de materialização de modelos e atributos gerenciais em educação. Nesse contexto, a gestão das instituições educacionais ganhou centralidade e em nome da autonomia escolar foi induzida a adotar metodologias de planejamento estratégico, objetivando a racionalização, eficiência e eficácia dos resultados educacionais. O Plano de Desenvolvimento da Escola, concebido no referido governo sob a égide do Fundo de Fortalecimento da Escola (FUNDESCOLA), oriundo de um acordo internacional entre o Banco Mundial e o Ministério da Educação e à luz desses princípios gerenciais, interferiu incisivamente na gestão das escolas públicas. Tal ferramenta gerencial de planejamento estratégico proclamou-se, enquanto um mecanismo capaz de viabilizar a organização e autonomia das unidades educacionais, a gestão democrática e a melhoria do desempenho dos alunos. No Governo Luiz Inácio Lula da Silva, essa ferramenta foi incorporada ao Plano de Desenvolvimento da Educação (PDE/2007), sendo público-alvo as escolas que apresentaram um Índice de Desenvolvimento da Educação Básica (IDEB) abaixo da média nacional. A presente pesquisa objetivou promover uma análise da implantação do Plano de Desenvolvimento da Escola (PDE-Escola) em duas unidades educacionais do município de Limeira-SP, que apresentaram o IDEB/2007 abaixo da média nacional (4.2) e que foram direcionadas a implantar a metodologia PDE-Escola a partir de 2009. A finalidade deste estudo foi constatar se os objetivos delineados por tal ferramenta, no que...
The educational policies of the 1990’s, influenced by neoliberal ideas, for prescriptions of international organizations, such has the World Bank and, also, for the principles of reform of the Brazilian State, taken in Fernando Henrique Cardoso, was the process of materialization of models and management attributes in education. In this context, the management of educational institutions gained centrality and on behalf of school autonomy was induced to adopt strategic planning methodologies, aimed at the rationalization, efficiency and effectiveness of educational outcomes. The School Development Plan, designed in that government under the aegis of the School Empowered Fund (FUNDESCOLA), from an international agreement between the World Bank and the Education Ministry, guided by these managerial principles, intervened decisively in the management of the public schools. This management tool for strategic planning was proclaimed as a mechanism to facilitate the organization and autonomy of educational units, democratic management and improvement of student performance. In Government Luiz Inacio Lula da Silva, this tool was incorporated into the Education Development Plan (PDE/2007), assuming as target audience that the schools had an Basic Education Development Index (IDEB) below the national average. This research aimed to promote a review of the School Development Plan’ implementation (PDE-School) in the two educational units in Limeira City, SP, who presented the IDEB/2007 below the national average (4.2) and were directed to deploy the methodology PDE-School from 2009. The purpose of this study was to determine whether the goals outlined by this related tool, when it comes to ensuring the strengthening of the autonomy, can be applied in practice. This is a qualitative... (Complete abstract click electronic access below)
The educational policies of the 1990’s, influenced by neoliberal ideas, for prescriptions of international organizations, such has the World Bank and, also, for the principles of reform of the Brazilian State, taken in Fernando Henrique Cardoso, was the process of materialization of models and management attributes in education. In this context, the management of educational institutions gained centrality and on behalf of school autonomy was induced to adopt strategic planning methodologies, aimed at the rationalization, efficiency and effectiveness of educational outcomes. The School Development Plan, designed in that government under the aegis of the School Empowered Fund (FUNDESCOLA), from an international agreement between the World Bank and the Education Ministry, guided by these managerial principles, intervened decisively in the management of the public schools. This management tool for strategic planning was proclaimed as a mechanism to facilitate the organization and autonomy of educational units, democratic management and improvement of student performance. In Government Luiz Inacio Lula da Silva, this tool was incorporated into the Education Development Plan (PDE/2007), assuming as target audience that the schools had an Basic Education Development Index (IDEB) below the national average. This research aimed to promote a review of the School Development Plan’ implementation (PDE-School) in the two educational units in Limeira City, SP, who presented the IDEB/2007 below the national average (4.2) and were directed to deploy the methodology PDE-School from 2009. The purpose of this study was to determine whether the goals outlined by this related tool, when it comes to ensuring the strengthening of the autonomy, can be applied in practice. This is a qualitative... (Complete abstract click electronic access below)
Descrição
Palavras-chave
Educação e Estado - Brasil, Planejamento educacional, Autonomia escolar
Como citar
SCHIMONEK, Elisangela Maria Pereira. O plano de desenvolvimento da escola (PDE-Escola): instrumento de autonomia para as unidades escolares?. 2012. 278 f. Dissertação (mestrado) - Universidade Estadual Paulista, Instituto de Biociências de Rio Claro, 2012.