Política educacional na cidade: limites e perspectivas na implementação do plano municipal de educação em Igarapé-Miri

Abstract

We place this study in the subgroup of educational policies that bears the title Educational policy in the city: limits and perspectives in the implementation of the Municipal Education Plan in Igarapé-Miri/Pará. The focus issue was how the Municipal Education Plan (PME) contributes to the democratic management of public education in the city of Igarapé-Miri/Pará? The objectives that led the study were: to investigate the theoretical framework about democratic educational management as a public policy represented by the PME, to describe the democratic management of education, through the implementation of the PME in the city of Igarapé-Miri/Pará and to verify whether the PME contributed to the democratization of educational management in the city of Igarapé-Miri/Pará. The main references that supported this production were classic authors, such as contractarians, and modern authors such as: Becher; Raveloson (2011), Bordenave (1994), Dourado (2001,2018), Lück (2009,2011), Muller; Surel (2002), Paro (1998,1999, 2007,2011), Saviani (2014), institutional publications and legislation. The adopted methodology was bibliographical, documental and the case study essay. Data analysis showed that the goals of the PME, such as the democratic management of public education, were not implemented, since the municipal public power of Igarapé-Miri did not offer the adequate infrastructure, such as the creation of collegiate bodies or the financial allocation for this, thus the main contribution of the PME is its legal existence, which brings in itself the perspective for its future realization.