Política e gestão do Programa Dinheiro Direto na Escola (PDDE) no município de Rio Sono - TO (2017-2021): desafios e contribuições do Cecampe-Norte

Abstract

This Dissertation is linked to the Postgraduate Program in Education (PPGE) at the Federal University of Tocantins (UFT) and deals with the political theme and management of basic education financing. The study aimed to analyze the policy and management of the Programa Dinheiro Direto na Escola (PDDE) in the Municipality of Rio Sono - TO, from 2017 to 2021, and the contributions of the Collaborative Center for Support to Monitoring and Program Management Educational Institutions in the Northern Region (Cecampe-Norte) for the development of the Program in the Municipality. The approach to the normative and historical aspects related to the theme, as well as the situational diagnosis of the municipality, within the scope of the Program, were based on data and information collected through bibliographical and empirical-documentary research, seeking an approximation with the historical- dialectic materialism to based on the categories historicity, contradiction and State. The theoretical corpus, in addition to the link with the research object, in its categories right to education, financing, policy and management of basic education, is based on texts by authors in the critical field, including academic productions carried out by researchers from the northern region of national territory, considering that the research locus is part of this region. The results indicate that the materialization of the PDDE policy, in the period analyzed, was severely compromised, both by implementation conditions and political conditions, resulting in the blocking of resources for school units, for consecutive years, in the municipality researched. From 2017 to 2019, no municipal school received resources from the Program; In 2020 and 2021, only 57% of schools were served with resources, a situation that continued until 2022, the year in which Cecampe was formed. The data also shows that 100% of municipal schools received resources from the Program in 2023. The analysis allows us to conclude that the main factors that contributed to blocking resources from the Program were: lack of effective technical assistance to the municipality with a view to training of the agents involved in the operationalization process – from adherence to accountability – of the Program and lack of commitment on the part of the municipal public authorities for not solving the problems that caused the blockages, allowing schools in the network to remain without receiving resources for consecutive years. Therefore, it is inferred that the main challenge faced by school managers, in the period from 2017 to 2021, is the lack of technical assistance and administrative support for the proper implementation of the Program, which therefore constitutes a challenge for the structure political and economic. This demands permanent training, monitoring and evaluation work in the municipality to structurally change educational management/policy.