Educação do campo em São Gonçalo dos Campos-BA: uma análise a partir do plano municipal de educação

• Ano de defesa: 2023
• Autor(a) principal: Souza, Lizandra Almeida
• Orientador(a): Silva, Fábio Dantas de S.
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Feira de Santana
• Programa de Pós-Graduação: Mestrado Acadêmico em Educação
• Departamento: DEPARTAMENTO DE EDUCAÇÃO
• País: Brasil
• Palavras-chave em Português: Educação do campo; Plano municipal de educação; Monitoramento e avaliação
• Palavras-chave em Inglês: Countryside education; Municipal education plan; Monitoring and evaluation
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO; PLANEJAMENTO E AVALIACAO EDUCACIONAL::POLITICA EDUCACIONAL; PLANEJAMENTO E AVALIACAO EDUCACIONAL::AVALIACAO DE SISTEMAS, INSTITUICOES, PLANOS E PROGRAMAS EDUCACIONAIS; PLANEJAMENTO E AVALIACAO EDUCACIONAL::PLANEJAMENTO EDUCACIONAL
• Link de acesso: http://tede2.uefs.br:8080/handle/tede/1430

This study aimed to analyze Countryside Education in the municipality of São Gonçalo dos Campos-BA through the Municipal Education Plan (PME) (2015-2025), considering its developments, given monitoring and evaluation in the period from 2015 to 2021, after approval of the National Education Plan (PNE 2014-2024). This research follows a qualitative approach, with a profile focused on historical-dialectical materialism, using contradiction, research, and document analysis as the main category. The main documents analyzed were the PME (2015-2025), the monitoring report and the evaluation document of the 2020-2021 cycle of the municipality's PME. The research points out, in its results, that there are indications related to countryside education in the PME of São Gonçalo dos Campos, but it did not direct to the creation of countryside education policies in the municipality. In addition, the8 goal and the14 estrategies did not have a real implementation over the analyzed period, from 2015 to 2021, as well as they are not consistent with the PME diagnosis and are characterized as repetitions of the PNE (2014-2024).Through the analysis of the PME, it was possible to identify Countryside Education through the diagnosis of the plan, the goal 8 and the 14 strategies present in the plan. Consequently, it can be inferred that having the term in the plan does not mean that it is guaranteed, as confirmed by the analysis of the PME monitoring and evaluation process, since very few strategies are monitored and evaluated, and those that are signal the delay in their execution. In addition, these strategies are characterized, in their wording, as copies of the PNE (2014-2024), that is, they do not reflect the local educational demands for education in the countryside, making it impossible for them to reach the schools. Few indications of participation of social movements, representations or entities linked to countryside education were observed, both in the construction process and in the monitoring and evaluation of the PME. There was indication of participation of the Rural Workers’ Union of the Municipality in the monitoring and evaluation committee of the PME 2017, but it was not possible to verify whether it actually participates in the process.