Política de integração PPP/PDE no Estado de Mato Grosso : articulações e interpretações

Abstract

This master thesis belongs to the field of education policies and focuses on an educational management policy implemented by the State of Mato Grosso Education (SEDUC / MT). This research is called PPP / PDE Integration Policy, and its proposal is based on the integration of the Pedagogical Political Project (PPP) and the School Development Plan (EDP - School). This policy has the aim of overcoming a possible overlap of the PDE - School over the PPP by proposing to leverage the benefits of both documents and avoid fragmentation of actions in daily school units of the state system of Mato Grosso education. The central focus of this paper is to analyze the understandings expressed by the subjects that act in the context of text production and in the context of practice about the policy, from the speeches made by them. For this I make use of an interpretative qualitative research, using me the analysis of public policies based on the policy cycle proposed by Stephen Ball and Richard Bowe, the documentary analysis in approximate guide produced by the Ministry of Education and discourse analysis from the concept of discourse presented by Michael Foucault taking based on interviews with nine active subjects in the State Department of Education, Training Center and Professional Updating of Basic Education of Mato Grosso (CEFAPRO) - Polo Rondonópolis and two state schools in Rondonópolis-MT. This policy was analyzed based on its implementation in 2011, in the State of Mato Grosso through the training strategy adopted by the Ministry of Education where the training process on the guidance for its implementation has been structured as follows: SEDUC - CEFAPRO - Schools. In this context, the Secretariat conducted the training process with CEFAPROS and CEFAPROS with schools. Thus, the implementation of this policy has occurred within schools so that the active subjects in the process, understand, interpret and recreate or politics from a reading based on their experiences, values and stories. It is worth emphasizing that this research had the financial support of Higher Education Personnel Enhancement Coordination - CAPES and Amparo the State of Mato Grosso Research Foundation - FAPEMAT.