Plano Estadual de Educação: uma análise do processo de acompanhamento, monitoramento e avaliação das metas na Secretaria Estadual de Educação, decênio 2015- 2025

Abstract

The study aims to analyze the process of monitoring, tracking, and evaluating the goals of the Tocantins State Education Plan (PEE/TO), of the State Department of Education (SEDUC/TO), from 2015 to 2025. It is assumed that monitoring and evaluation are strategic tools for improving public education policies, especially in the context of democratic management and accountability. Considering the PEE as the epicenter and articulator of educational guidelines in the state, this research sought to understand the extent to which the legal and institutional provisions of the PEE, as provided for in Law No. 2,977/2015, are being effectively operationalized in the evaluation cycle of the education plan. The research was guided by three axes: institutional leadership and its role in conducting the evaluation process; the consolidation of monitoring and evaluation practices; and the transparency and dissemination of the information produced. Methodologically, a qualitative and quantitative approach was adopted, with questionnaires administered to SEDUC/TO staff and semi-structured interviews conducted with members of the Permanent Joint Monitoring and Evaluation Committee (CPPAMA). Furthermore, official documents, legislation, and institutional reports were analyzed using Bardin's (2016) content analysis technique. The theoretical framework was based on authors such as Dourado (2016, 2018, 2019, 2025), Jannuzzi (2014, 2019, 2020, 2021), Rua (1997, 2009, 2020), Lima e Silva (2022), Santos and Scaff (2021), as well as on regulatory frameworks such as State Law No. 2,977/2015. The results indicate that, although there are specific advances, the PEE/TO monitoring and evaluation process is still in the consolidation phase. Among the main challenges identified are: the lack of integrated strategic planning between management levels; the improving monitoring and follow-up process; the absence of a structured data and indicator system; the fragility of monitoring instruments; the discontinuity of biennial reports; and the low appropriation of results by senior management. These limitations compromisse the feedback of evidence-based policies and hinder the effective institutionalization of the evaluation process. The study proposes recommendations, including: the creation of a monitoring and tracking tool; more efficient and effective monitoring and evaluation; alignment between planning and budgeting; strengthening and enhancing the contribution of the CPPAMA (State Education Plan) to the management process; and improving transparency and accountability. These measures are essential to consolidate the PEE/TO as a governance and strategic management tool, promoting a democratic, results-oriented evaluation culture committed to the social effectiveness of more diverse and equitable educational policies.