Percepções de gestores e professores da Semed Manaus/AM a respeito da Gestão Integrada da Escola (GIDE): uma análise crítica
Carregando...
Arquivos
Data
2023-06-02
Autores
Matos, Maria Daise da Cunha
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta tese, insere-se na linha de pesquisa: Educação: Políticas, Gestão e o Sujeito Contemporâneo do Programa de Pós-Graduação em Educação da Universidade Estadual Júlio de Mesquita Filho (UNESP- Rio Claro/SP). O presente trabalho tem o objetivo analisar as percepções de gestores e professores da Semed Manaus/AM a respeito da Gestão Integrada da Escola (GIDE), a fim de identificar o seu impacto na gestão escolar, nas atividades pedagógicas e na qualidade do ensino. O lócus da pesquisa são 7(sete) escolas municipais que ofertam o ensino fundamental anos iniciais (1º ao 5º ano), recorte temporal desse estudo ocorreu no período de 2019 a 2022. Utilizamos a pesquisa qualitativa para alcançar os objetivos propostos, bem como o uso da pesquisa documental e entrevistas semiestruturadas com 7 (sete) dirigentes escolares e 8 (oito) professores que atuam nas escolas da Semed. Utilizamos para interpretação dos dados a Análise de Conteúdo, especificamente nos relatos dos participantes. Fundamentamos os debates, considerando processos de transformação social, política e econômica que apresentam articulações com a reestruturação do sistema capitalista, sustentado pelo modo de regulação neoliberal evidenciado no país, sobretudo a partir da reforma do Estado na década de 1990. E ainda, descrevemos os conceitos de administração, gestão educacional, gestão democrática, avaliação e qualidade de ensino e suas interfaces com a gestão vigente na Semed. No âmbito da educação, o estudo mostrou que as políticas educacionais brasileira têm utilizado um receituário de gestão pública com práticas gerencialista, embasadas na eficiência, controle e resultados quantitativos. Diante desse cenário, a Semed, insere nas escolas a GIDE, um modelo de gerenciamento estratégico com foco nos resultados cuja principal finalidade é elevar a qualidade do ensino da cidade de Manaus/AM, tendo como referência os índices do IDEB e compor o ranking das melhores escolas dentre as capitais brasileira. A partir das reflexões apresentadas nessa tese, evidenciou-se que a inserção do Instituto Áquila de Gestão LTDA e seu produto GIDE, se deu por meio de atores políticos e financeiros (BID e outros), fomentando no ensino público municipal a lógica de mercado, impactando na cultura da educação manauara de maneira discricionária e contribuindo para o endividamento do setor público. Observou-se nos relatos de gestores(as) e professores(as), que as demandas oriundas da GIDE alteraram o cotidiano escolar, a forma que esses sujeitos atuam, aumentou o volume de trabalho docente que passaram a utilizar diversas estratégias para manter os rendimentos escolares estáveis, visando apenas o cumprimento das metas e a manutenção dos índices do IDEB e o status de um ensino de qualidade. Evidenciou-se também a perda de autonomia dos gestores e professores em relação as suas ações pedagógicas e administrativas desenvolvidas nas escolas, abrindo espaços para práticas antidemocráticas, a subordinação e o conformismo, reconfigurando os objetivos da escola, distanciando-se do conceito de educação como processo de formação humana e integral dos sujeitos. Destarte, a pesquisa não esgota os debates sobre gestão educacional no contexto amazônico, mas pode contribuir de alguma forma para que outros estudos possam ser desenvolvidos abordando a temática em questão.
This thesis is part of the research line: Education: Policies, Management and the Contemporary Subject of the Postgraduate Program in Education of the State University Júlio de Mesquita Filho (UNESP- Rio Claro / SP). The present work aims to analyze the perceptions of managers and teachers of Semed Manaus/AM, regarding the Integrated School Management (GIDE), in order to identify its impact on school management, pedagogical activities and teaching quality. The locus of the research are 7 (seven) municipal schools that offer elementary school early years (1st to 5th grade), the time frame of this study occurred in the period from 2019 to 2022. We used qualitative research to achieve the proposed objectives, as well as the use of documentary research and semi-structured interviews with 7 (seven) school leaders and 8 (eight) teachers who work in Semed schools. For data interpretation, we used Content Analysis, specifically in the participants' reports. We based the debates, considering processes of social, political and economic transformation that present articulations with the restructuring of the capitalist system, supported by the neoliberal regulation mode evidenced in the country, especially from the State reform in the 1990s. In addition, we describe the concepts of administration, educational management, democratic management, evaluation, and quality of education and their interfaces with the current management at Semed. In the realm of education, the study showed that Brazilian educational policies have used a prescription of public management with managerialist practices, based on efficiency, control, and quantitative results. Given this scenario, Semed, inserts in schools the GIDE, a strategic management model focused on results whose main purpose is to raise the quality of education in the city of Manaus/AM, with reference to the indexes of IDEB and compose the ranking of the best schools among the Brazilian capitals. From the reflections presented in this thesis, it became evident that the insertion of the Instituto Áquila de Gestão LTDA and its product GIDE, occurred through political and financial actors (IDB and others), fostering in the municipal public education the market logic, impacting the culture of education in Manaus in a discretionary way and contributing to the indebtedness of the public sector. It was observed in the reports of directors and teachers, that the demands arising from the GIDE changed the daily school life, the way these subjects act, increased the volume of teaching work that began to use various strategies to keep school incomes stable, aiming only at meeting targets and maintaining the indexes of IDEB and the status of a quality education. There is also evidence of the loss of autonomy of directors and teachers in relation to their pedagogical and administrative actions developed in schools, opening spaces for anti-democratic practices, subordination and conformism, reconfiguring the objectives of the school, distancing itself from the concept of education as a process of human and integral formation of the subjects. Thus, this research does not exhaust the debates on educational management in the Amazonian context, but it may contribute in some way so that other studies can be developed addressing the theme in question.
This thesis is part of the research line: Education: Policies, Management and the Contemporary Subject of the Postgraduate Program in Education of the State University Júlio de Mesquita Filho (UNESP- Rio Claro / SP). The present work aims to analyze the perceptions of managers and teachers of Semed Manaus/AM, regarding the Integrated School Management (GIDE), in order to identify its impact on school management, pedagogical activities and teaching quality. The locus of the research are 7 (seven) municipal schools that offer elementary school early years (1st to 5th grade), the time frame of this study occurred in the period from 2019 to 2022. We used qualitative research to achieve the proposed objectives, as well as the use of documentary research and semi-structured interviews with 7 (seven) school leaders and 8 (eight) teachers who work in Semed schools. For data interpretation, we used Content Analysis, specifically in the participants' reports. We based the debates, considering processes of social, political and economic transformation that present articulations with the restructuring of the capitalist system, supported by the neoliberal regulation mode evidenced in the country, especially from the State reform in the 1990s. In addition, we describe the concepts of administration, educational management, democratic management, evaluation, and quality of education and their interfaces with the current management at Semed. In the realm of education, the study showed that Brazilian educational policies have used a prescription of public management with managerialist practices, based on efficiency, control, and quantitative results. Given this scenario, Semed, inserts in schools the GIDE, a strategic management model focused on results whose main purpose is to raise the quality of education in the city of Manaus/AM, with reference to the indexes of IDEB and compose the ranking of the best schools among the Brazilian capitals. From the reflections presented in this thesis, it became evident that the insertion of the Instituto Áquila de Gestão LTDA and its product GIDE, occurred through political and financial actors (IDB and others), fostering in the municipal public education the market logic, impacting the culture of education in Manaus in a discretionary way and contributing to the indebtedness of the public sector. It was observed in the reports of directors and teachers, that the demands arising from the GIDE changed the daily school life, the way these subjects act, increased the volume of teaching work that began to use various strategies to keep school incomes stable, aiming only at meeting targets and maintaining the indexes of IDEB and the status of a quality education. There is also evidence of the loss of autonomy of directors and teachers in relation to their pedagogical and administrative actions developed in schools, opening spaces for anti-democratic practices, subordination and conformism, reconfiguring the objectives of the school, distancing itself from the concept of education as a process of human and integral formation of the subjects. Thus, this research does not exhaust the debates on educational management in the Amazonian context, but it may contribute in some way so that other studies can be developed addressing the theme in question.
Descrição
Palavras-chave
Gestão escolar, Gestão Integrada da escola, GIDE, IDEB, School management, Integrated school management, Quality