Políticas educacionais do município de Alto Alegre do Pindaré – MA: desafios e movimentos que concorrem para a qualidade social da educação

Abstract

This research sought to analyze the educational policies of the municipality of Alto Alegre do Pindaré – MA, the challenges and movements that contribute to the social quality of education. This study is linked to the History, Politics and Human Formation Research Line of the Postgraduate Program in Education (PPGE), at the Federal University of Maranhão (UFMA). Due to its critical, analytical character, it uses a quantitative and qualitative approach, with a preponderance for the latter, as a mechanism for approximating the concrete reality in which education policies are developed. This approached the implication of Brazilian federalism in education, the specific configurations of public education systems, the forecast for the implementation of the National Education System (SNE) articulated with subnational systems. These processes are effective in a context of political, economic and social inequalities, conditioned by the logic of capital, supported by neoliberalism, under the tutelage of the State. The relationships between theoretical and empirical limits are demarcated by bibliographical and documentary research and semi-structured interviews with education professionals who manage and execute municipal education policies, including coordinators, managers and teachers. The specific theoretical foundation deals with the contributions of authors, such as Abrucio (2010), Aranha (2006), Bardin (1997), Barroso (2008), Cavalcanti (2016), Cury (2010), Dourado (2013), Dourado, Oliveira and Santos (2007), Faria (2009), Frigotto (2010), Ramos and Frigotto (2017), Gadotti (1994, 2013), Cardoso, Lima and Lima (2014), Oliveira (1997), Saviani (2008) and Soares and Machado (2018), among others, in addition to the normative legal instruments that address the topic, such as laws, decrees, resolutions, opinions, etc. To analyze the research data and information, the thematic analysis technique was used. The results indicated that the municipality, if it intends to pursue the social quality of education, needs to advance: in the use of official data and information when planning its actions; in expanding full-time school attendance; in the formality, functionality and visibility of the education forum; in establishing a curricular proposal; in the teacher appreciation policy; in meeting the goals of the PNE and PME; and in communication as a process of democratizing local community participation. It is hoped that the knowledge produced and presented in this research can provoke reflections and support debates, analyzes and studies on the planning and adoption of municipal education policies.