PAR (2011-2014) e o regime de colaboração: infraestrutura e recursos pedagógicos da rede municipal de ensino do Natal/RN

Abstract

The present work aims to analyze the PAR actions (2011-2014) regarding the physical infrastructure and pedagogical resources at public schools, in Natal/RN, through the perspective of the Union cooperation and the city local district. This work is inside the project called Avaliação do Plano de Ações Articuladas. It is a study in cities from Rio Grande do Norte, Pará and Minas Gerais states, between 2007 and 2012, from the Education observatory program (Obeduc/Capes). PAR is understood as a planning created by Education Ministry called Plano de Metas Compromisso Todos pela Educação, from decree number 6094/2007, which brings together one of the measures from Education development plan that aims to improve the Education quality, under the perspective of a collaborative partnership among states and counting on the Union technical and financial assistance. We took dialectic historical materialism as a method to comprehend all particularities and contradictions in the educational policy, considering the ambit of PAR and the relationship among the Federal states. The bibliographical research, documental analysis, interviews carried out with technicians from Education secretary of Natal and the educational and financial data collected at the INEP and FNDE websites are tools adopted to accomplish this work. The study refers to the collaboration arrangement, the basis of federalism that involves cooperation among Union, states and cities through shared actions that respect the autonomy in all government levels, according to the Constitution of 1988. Under this context, research results show that Union hasn’t fulfilled thoroughly its job of providing technical and financial assistance to the city districts in terms of infrastructure and pedagogical resources within school network. Although PAR offers a diagnosis of educational teaching systems, and based on this evaluation it provides additional assistance from Union to improve education quality, its execution has limits on establishing this collaboration mechanism, in Brazilian Education. In order to guarantee the partnership in the government levels it is essential to institutionalize a normative instrument that regulates the relation among the Union, states and cities to respond to the challenge of improving the teaching quality.