A política pública do PDDE básico: gestão e organização escolar das escolas do campo do município de Moju-PA

Abstract

The research has as its object of study the Basic Direct Money at School Program (PDDE), linked to the National Fund for the Development of Education (FNDE), with unfolding in the management and organization of rural schools in the municipality of Moju-PA. The program aims to support improvements in physical and pedagogical infrastructure, encourage school self-management and strengthen social control through community participation. In this context, the research problem is: does the public policy of financing education - PDDE Basic - contribute to the improvement of the management and school organization of rural schools in the Municipality of Moju-PA? To answer this problem, I resorted to the general objective: to analyze whether the public policy of financing education via Basic PDDE contributes to the improvement of the management and school organization of schools in the Countryside of the Municipality of Moju-PA, in the period from 2020 to 2023. In the investigation, I adopted a qualitative approach, of an exploratory nature, I sought bibliographic, documentary and field research. The study was carried out in two rural schools, selected because they are located in regions with a higher number of Executing Units (UEx) in compliance and a greater number of students. The interviewees were the school manager, the pedagogical coordinator and three members of the School Council, representatives of teachers, parents and the community, totaling 10 (ten) people. Data collection was constituted through interviews with a semi structured script and the interpretative analysis took place in the light of theoretical references, legal norms that anchor the Basic PDDE and the voices of the research subjects. The results indicate that the execution of the program in the two rural educational institutions, in the municipality of Moju, although it presents powerful support to school management in the aspect of decentralization of financial resources and autonomy, still presents limits as to its effective contribution to school management and organization, especially when the principles of democratic management are not properly considered. The schools demonstrate weaknesses in the appropriation of the program as a mechanism to strengthen social control, since they have low participation of the community in decision-making, nor did they guarantee the planned application of resources in line with the real pedagogical demands of the school routine. In order for the Basic PDDE to contribute to organizational management, it is necessary that the teaching units go beyond the merely administrative and bureaucratic vision of the program and start to recognize it as a strategic tool to strengthen democratic management in the context of the school aiming at improving the quality of teaching. Overcoming these weaknesses requires investment in continuing education, participatory culture, and strengthening democratic spaces with technical and institutional support.