Uma avaliação piloto do Programa Formação Pela Escola na execução e na prestação de contas do Programa Dinheiro Direto na Escola

Resumo

The Training Programme for School (FPE) is designed to enable, with free distance learning courses, school teams, among others, for the proper implementation of public policies whose resources are allocated to municipalities. Of these, there is the Direct Money in School Program -PDDE, which decentralizes resources for private non-profit organizations, school boards, in order to promote autonomy, democratic management and empowerment of local and state public schools. The training of PDDE agents performers ensures that the decentralized implementation becomes better quality, uniformity and standardized achievement of objectives at the federal level. The FPE completes ten years of existence in 2016, making it appropriate an assessment of their effectiveness as the influence on the implementation of the PDDE. Considering a revealing study it was applied methodology study qualitative multiple case by which it has developed the split exploratory research technique in the literature's review, document's review, and field research under the aegis of learning transfer's evaluation. The sample amounted to the application of the methodology in municipal and state public schools in the state of Goiás who received and carried out the features of the basic PDDE in 2015. There were three (3) selected schools: one in which there was no FPE implemented at all, one that only the school's principal with acting mandate in 2015 was capable in the course of the PDDE, and the last one in which most of the school's staff was trained capable in the PDDE. There were questionnaires applied to the teachers of schools evaluated, interviews have been made with the school's principals in the course of 2015 year, and acccounting documents from year 2015 were also analyzed. The field research with application of interviews has showed in the results that the principals that took the course felt more prepared and confident in execution of the program itself, in addition they have used the PDEE course material during its execution. Still, the teachers have showed greater knowledge of the PDEE, and a better critical sense as the democratization of management in the school where they were trained, a situation with similar results occurred with the principals. However, the documentary assessment where found to be inconclusive as to better implementing in schools with the highest percentage of trained agents, despite mild findings of better knowledge of appropriate procedural activities of the PDDE in a school with more qualified agents.

Ficha do documento

Tipo

Outro

Ano

2016

Instituição

Ipea

Fonte

Repositório do Ipea

Idioma

Português

Acesso

Acesso aberto

Identificador

oai:repositorio.ipea.gov.br:11058/19285

Licença

Licença Padrão Ipea

Abrangência

Brasil

Temas

Políticas PúblicasEducação

Palavras-chave

EscolasAprendizagemEnsino a DistânciaFormação pela escolaEducação a distânciaTransferência de aprendizagemAvaliaçãoTraining Programme for SchoolDistance learningLearning transferEvaluation