Formação continuada de gestores de escolas públicasum estudo sobre as políticas nacionais “Escola de Gestores” e “Programa de Formação e Certificação de Diretores Escolares”

Resumo

The present research sought to analyze the current scenario of federal policies for the continuous training of school principals, considering the impact of good school management to improve student learning as well as the challenges faced by local Educational Secretariats to implement training policies. Therefore, the question that guided this work was: "Why was the Escola de Gestores (School of Managers) program discontinued and the National Program for Training and Certification of School Principals (PNFCD) never been implemented? ". More specifically, it sought to analyze: i) the processes related to the entrance of these policies in the governmental agenda and the decision-making aspects involving their designs; ii) what are the implementation challenges involving both policies; and iii) the processes and actors involved in the discontinuation of them. To achieve the proposed objectives, qualitative research has been carried out through instrumental case studies of the two programs (STAKE, 1998). Data collection was based on analysis of the educational legislation regarding school management and seven semi-structured interviews with relevant actors in the policy discontinuation process. The analyses were based on an exploratory approach on the field of school principals’ training through literature within the realms of public policy discontinuity and formation of the governmental agenda. This research pointed out a strong relationship between the programs studied, with great influence of the School of Managers program on the design of the PNFCD. In addition, we identified some factors that converged to the discontinuity of both initiatives. A first factor was the change of government, which resulted in the decrease of the priority of training and certificating managers in the federal level from 2016 on, due to the centralization of the agenda in the establishment of common cores (national curricula for preschool, primary and high school). A second variable was the potential political cost that the Ministry of Education could face, due to criticisms from governors and mayors, in regulating the qualified selection of school principals. Another justification for the discontinuity would have been that the economic retraction incurred in the necessity to reduce expenses, although the data was inconclusive that this decrease actually occurred. It was also noted that the discontinuity occurred despite objections from national institutions involved in the process, notably Consed and Undime, indicating a decision-making process more centralized by the MEC than the documents indicated.

Ficha do documento

Tipo

Dissertação

Ano

2019

Instituição

Fundação Getulio Vargas

Fonte

Repositório da FGV

Idioma

Português

Acesso

Acesso aberto

Identificador

oai:repositorio.fgv.br:10438/27274

Temas

Políticas PúblicasAdministração PúblicaEducação

Palavras-chave

School principal trainingEducation policyPolitical agenda settingFormação de diretoresPNFCDPolíticas públicas educacionaisFormação da agenda governamentalEscola de GestoresAdministração públicaEducação permanenteFormação profissionalDiretores escolares - TreinamentoPolíticas públicasCapital Intelectual - Administração