Avaliação da autonomia pedagógica das escolas públicas municipais de Fortaleza: avanços e percepções dos gestores e professores(as) a partir da implementação da Lei nº 169/2014 até 2025

Abstract

This study analyzes the pedagogical autonomy policy in municipal public schools in Fortaleza, Ceará, since the implementation of Complementary Law No. 169/2014. The research aims to evaluate the pedagogical autonomy policy of two municipal public schools in Fortaleza, belonging to Education District 2, from Complementary Law 169/2014 until 2025, through the perceptions of school administrators, coordinators, and teachers. Data collection was carried out in two schools in Fortaleza, Ceará, and involved document analysis, focus groups, and semi-structured interviews with ten education professionals, including administrators, pedagogical coordinators, and teachers. The methodology adopted was qualitative and descriptive in nature. Data analysis was based on interviews and aimed to understand the perceptions and experiences of the subjects in the context of their work practice. The results indicate that Law 169/2014 is recognized as an institutional milestone that legitimized democratic management and consolidated the Political-Pedagogical Project (PPP) as a fundamental instrument of school identity, with an emphasis on valuing the local context. However, the research reveals a significant duality: autonomy, although legally established, faces substantial challenges in its practical implementation, often being perceived as a conditional autonomy. The influence of central management, the pressure for results in external evaluations, and the demand for continuing education for teaching staff emerge as the main factors restricting full pedagogical freedom. It is concluded that this legislation was fundamental in creating the conditions that made autonomy possible. However, its full implementation constitutes an ongoing process that transcends the legal framework, requiring a reconfiguration of power relations, continued investment in professional qualifications, and the consolidation of a participatory culture.