Escola e democracia: o monitoramento e a avaliação dos planos municipais de educação (2014-2024)

Abstract

This dissertation is situated within the field of monitoring and evaluation of public education policies and focuses on Municipal Education Plans (PME) and their relationship with the implementation of democratic school management. Its general objective is to analyze how monitoring and evaluation indicators impact the implementation of democratic school management based on the Municipal Education Plans of the AMAU region. To this end, two theoretical chapters were developed addressing the central themes of this research. The discussion on Democratic Management was grounded in the works of Dewey (1959, 1978), Libâneo, Oliveira and Toschi (2012), and Libâneo (2018), while the discussion on Monitoring and Evaluation of Public Policies drew on Dourado, Júnior and Furtado (2016), Jannuzzi (2005), Bordignon (2009), and Scaff (2022). This is a qualitative study conducted through documentary research and field research. The documentary research examined guidelines issued by the Ministry of Education regarding the monitoring and evaluation of Municipal Education Plans, as well as monitoring and evaluation reports produced by the 32 municipalities in the AMAU region. As a complementary stage, the field research involved the selection of two municipalities, where semi-structured interviews were conducted with representatives of the Municipal Departments of Education and school management teams. The analysis of the data gathered from these sources revealed that the municipalities in the AMAU region present different levels of implementation of the respective goal and strategy. Although all municipalities developed their Municipal Education Plans and carried out monitoring and evaluation processes to varying degrees, the findings revealed a lack of standardization across documents, inconsistencies in the records produced, and weaknesses in the use of indicators as tools for planning and decision-making. Divergences were also identified between the information recorded in official documents and the practices developed by the municipalities, demonstrating that documentary records do not always reflect the democratic management processes experienced within municipal education systems. The interviews reinforced this understanding by showing that participatory practices, spaces for dialogue, and collective decision-making mechanisms have been strengthened within municipal education systems, even though they are not always systematically documented in official monitoring and evaluation instruments. It is concluded that the monitoring and evaluation of Municipal Education Plans have the potential to strengthen the implementation of democratic school management, provided that they move beyond the bureaucratic dimension of legal compliance and are understood as ongoing processes of information production.