Planejamento Educacional no Ceará (1995-2002): a escola como ponto de PARTIDA?

• Ano de defesa: 2005
• Autor(a) principal: Albuquerque, Maria Gláucia Menezes Teixeira
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Educação-planejamento; Educação
• Link de acesso: http://www.repositorio.ufc.br/handle/riufc/49114

This is a study about the educationai planning of Ceará State. The investigation faced to the articulation between the micro (the schooi) and the macro (SEDUC/CREDE/SEM), in the planning process, over 1995-2002 period, that corresponds the second and the third administration of Tasso Jereissati Government. The central issue that guided its development was the following: which articulations/relations occurred in the planning process, between the central organisms of the educationai system and the schooi, and what is its rebound to the schooi configurates as starting point of the educationai policy? For that, I runned over the empirical research of qualitative features. The investigation favoured 45 representatives ofthe different instancies ofthe educatinal system, including four public schools (municipal and state), iocatcd in Pacatuba and Fortaleza Municipalities. The discussion about the planning, centrai category ofthis study, was deepen with the anaiysis of national and state documents, firom which raised the decentralization, the participation and the autonomy, as uerived catagories. The research took as reference the movement of approximation ofthe national and local educative shecedule to the orientation from intemational organisms. it also departed from the comprehension that the schooi, to constitute the educative center process and definer instance of the pedagogical proposai, needs to nave administrative, financial and pedagogical liberty to have condition of defining actions from the speficic demands and, in an artculated way, with the macro orientation ofthe educationai system. It needs to act for beyond the operational plan, which requires the establishment of institutional reiations that surpass the mere incorporation of externai orientations and perceive the subjects as able to define and implement directions nearer its demands. The anaiysis of the enterviwers speech evidenced that severai were the efforts done aiming to assure objective conditions to the systematization of the politics with the focus on the schooi. We verifíed that the educative system, when seeking for accomplishing a larger schedule (intemational/national), was graduaily serving the orientation ofthe Decenal Education Plan (1993/2003). The actions conducted in the period, were guided by the explicit axles in the proposai. Everyone in Favour ofthe Education of Qualityfor Everyone, becoming carcless ofits translation in initiatives that allowed the schooi goes on in reciprocity with the macroorientation ofthe system. in practical terms, it means the reduction ofthe planning to the systematization ofimediate demands due to the existent resources in each instance, the mere programming. The iack of a state education plan, over the period, retracts the negation of the macropianning. In the schooi units were identifíed several planning instruments (Political-Pedagogical Project, Development plan of the Schooi, Basic Action Improvement Plan, Basic Action 5S Plan), what did not assure to the schoo’1 the capacity of systematization ofthe actions, not being possible, thus, to say that the planning contributed to transform it in the educative process center, instance determincr of direction.