Avaliação do Programa Municipal Dinheiro Direto na Escola (PMDDE): um olhar sobre a autonomia da gestão financeira da Escola Municipal de Ensino Fundamental Maria Soares de Freitas no município de Aquiraz-CE

Abstract

This study aims to evaluate the Municipal Programa Dinheiro Direto na Escola (PMDDE) and its relevance within the school community, focusing on the autonomy of financial management from the perspective of democratic and participatory governance. This program constitutes a municipal public policy that integrates the local educational framework for the direct transfer of financial resources to public schools in the municipality of Aquiraz. The PMDDE provides specific financial resources designated for maintenance and minor repairs, with the objective of improving the infrastructure of municipal public schools and contributing to the preservation of a welcoming and appropriate environment for student retention and engagement. The specific objectives of this research are: 1. To analyze the PMDDE through the three axes of In Depth Evaluation: context, content, and trajectory; 2 To assess the autonomy of financial management in the administration and execution of the PMDDE; 3.To understand how the school community perceives its role in the implementation of the PMDDE. The research adopts a qualitative approach and is exploratory in nature. Data collection was conducted through a literature review, document analysis, and semi-structured interviews. The data analysis was carried out using content analysis methodology. The evaluative perspective that underpins this study is the In-Depth Evaluation model, which considers the axes of content analysis of the evaluated program and the historical trajectory of the public policy under examination. The findings indicate that the PMDDE represents significant progress in promoting the autonomy of municipal schools in Aquiraz-CE, by enabling school managers and the school community to participate in decision-making regarding the use of financial resources. However, limited funding poses challenges and highlights the need for public policies that enhance financial support for schools. The active participation of the school community in managing the PMDDE emerges as a positive factor, contributing to greater transparency and efficiency in resource allocation. Furthermore, the involvement of the school community in decision-making processes demonstrates that schools are capable of exercising autonomy, even within the constraints established by the program. This study is academically relevant as it contributes to the expansion of scientific literature, providing insights and parameters for various aspects of educational management policy. From a social perspective, the research holds significance as it aims to strengthen a public policy that impacts a large number of beneficiaries, given the volume of student enrollments in the schools of Aquiraz.