Planejamento educacional: o Plano de Ações Articuladas - PAR (2007-2011) e a elaboração do Projeto Político-Pedagógico de Escolas do Município de Acari/RN

Abstract

The study aims to investigate the implementation of the Articulated Actions Plan in the municipality of Acari / RN, in the period from 2007 to 2011. The Articulated Actions Plan is part of the Education Development Plan policy, which adds a series of guidelines to be followed by states and municipalities, in the form of a management contract, to its Education for All Commitment Plan. The analysis shows the conflict between management practices, disseminated through educational reform in the 1990s, and democratic, envisaged by educators and other social sectors involved in the discussion of educational policies in Brazil. The study refers to an indicator 4: Existence of Pedagogical Project in schools and degree of participation of teachers and the School Board in its elaboration, which falls within area 1, dimension 1 of the plan: Management Educational. The Articulated Actions Plan is a multiannual plan, with four year cycle spanning four large dimensions. It consists of an articulated set of actions that counts on technical and financial support from the Ministry of Education, aiming at meeting the goals and observing established guidelines. The adherence to the Plan is a formal requirement for states and municipalities to have access to voluntary transfers of Union resources and thus to achieve improvements in the quality of the teaching of their redesign, as advocated by the Education Development Plan. The research had the objective of analyzing the repercussions of the Articulated Actions Plan in the elaboration of the political-pedagogical project of schools in the municipality of Acari / RN, investigating the articulation developed within the scope of the education department and the carried actions in two schools . It is a qualitative research in a dialectical perspective, considering the contributions of this approach to the study of educational policies. The research procedure includes literature review, documentary analysis and semi-structured interviews, which makes it possible to construct the theoretical contribution and the data collection that took place in the education department and in two municipal schools. The results indicate the existence of a strong articulation between the Education Department and the schools, evidenced by the monitoring and support that this body confers to the educational institutions of the municipality. They also reveal that the involvement of the subjects and the local culture were fundamental for the execution of the actions and results obtained by the staff of the secretariat and schools, with a view to the re-elaboration of the political-pedagogical project of all the teaching units from the orientation and accompaniment systematically carried out by the education department.