Avaliação da política pública de gestão democrática em três escolas públicas da Rede Municipal de Fortaleza

Abstract

The dissertation was developed within the scope of the Master's in Public Policy Evaluation at the Department of Interdisciplinary Studies of the Federal University of Ceará. The interest in the topic of "evaluation of the public policy of democratic management in three public schools of the Municipal Network of Fortaleza" is relevant, as it seeks to involve all members of the schools in decision-making processes and in the definition of objectives and goals. In Brazil, federal, state, and municipal laws enshrine the principle of democratic management; however, it is necessary to verify how these principles have been translated into practice. Democratic management in the municipal schools of Fortaleza, regulated by Complementary Law No. 169/2014, is a participatory model that involves the school community in defining pedagogical, administrative, and financial decisions thru collegiate bodies. Thus, the object of the investigation is based on the following question: How is the evaluation of the public policy of democratic management carried out in three public schools of the Municipal Network of Fortaleza, based on the indicators of the Political-Pedagogical Project? The proposed general objective seeks to evaluate the public policy of democratic management in three public schools of the Municipal Network of Fortaleza, based on the indicators of the Political-Pedagogical Project. In this context, the theoretical framework is anchored in authors such as: Veiga (1995); Arretche (1998); Paro (2001); Gohn (2002); Vieira (2003); Libâneo (2004); Putnam (2008); Luck (2012); Soares (2013); Farah (2016); Secchi and Howlett (2013), among others, as well as official records that address Brazilian educational legislation, as well as specific programs and projects related to the investigated theme. From a methodological perspective, the work is based on a case study, with exploratory, descriptive, and qualitative scope in the form of field research combined with documentary research conducted with a sample involving three schools from the municipal network of the city of Fortaleza, highlighting the neoliberal aspect that focuses on results and school performance and the epistemological aspect for understanding the theoretical foundations and types of methodology that underpin the field of public policies. Based on the results and comparisons with other similar studies, it is found that the effective implementation of public policies for democratic management represents a complex challenge that demands coordination and commitment from all involved actors. It is important to recognize that the process of democratizing school management is continuous and requires constant evaluation and improvement. In summary, it is considered that democratic management based on the Political-Pedagogical Project has been quite representative in ensuring collective participation. However, it is noted that the PPP should not be developed merely to meet bureaucratic requirements, but to guaranty collective participation in order to materialize democratic management in the school environment.