O direito à educação básica e a gestão escolar: uma análise do Programa Dinheiro Direto na Escola (PDDE)

Abstract

The present research entitled "The Right to Basic Education and School Management: an analysis of the School Direct Money Program (PDDE)" investigates aspects of educational financing that contribute to the sustainability and maintenance of the PDDE, a program that directly influences Brazil's education networks. The issues addressed in this study revolve around understanding the decentralizing role of the PDDE, the application, execution, and control of public resources in the educational sphere, including an analysis of the regulatory frameworks of the program. Additionally, it seeks to understand the criteria that should be adopted for the use of resources from the National Fund for Education Development (FNDE) in educational units, identifying how such resources promote quality education. Lastly, it aims to objectively map the interferences of the PDDE in school management. The methodology employed for this research includes documentary analysis, identification of the program's global frameworks, literature review, which underpins the theoretical part of the work, and interviews with professionals working in the education networks of the municipality of João Lisboa/MA, the location of this study. The interviewees include two school managers from the public network and a School Census coordinator. As reference literature, Adrião (2007) and Peroni (2007) were used, along with various other authors addressing aspects of public education financing in Brazil, and documents issued by the federal government, accessed through their virtual portals. The structure of the work comprises three sections, in addition to the introduction and final considerations. The first section addresses the evolution of the State, presenting its constitutive elements and the educational reform process in the 1990s, which culminated in the decentralizing model of public education in Brazil. In the second section, we conceptualize and present the roles of school management, responsible for managing federal resources and allocating investments in educational units. The third section details the School Direct Money Program, seeking to identify how the PDDE can be considered a mechanism for decentralizing school management. The research reveals that the PDDE has a positive impact on school infrastructure, facilitates community participation, although it represents a challenge for school management in resource allocation. However, it emphasizes the need to monitor the execution of resources in educational units to prevent possible deviations.