Desafios da inspeção escolar na execução de protocolos da Resolução nº 4.487/2021 em uma Regional de Ensino de Minas Gerais

Abstract

This study investigated the challenges faced by School Inspection activities within a Regional Superintendence of Education in the state of Minas Gerais, Brazil, particularly regarding the overlap of responsibilities, the fragmentation of work processes, and the lack of clear definition of duties among institutional sectors. These challenges are reflected, in part, in the implementation of the protocols established by Resolution SEE No. 4,487/2021, whose operationalization frequently requires coordinated action among different sectors of the Regional Superintendence of Education (SRE). The general objective was to analyze how task intersection and unclear responsibilities affect the procedural execution of these protocols within the context of School Inspection. The specific objectives were: (i) to identify the protocols with the highest incidence of intersectoral action and potential overlap of responsibilities; (ii) to analyze school inspectors’ perceptions regarding the impacts of this configuration on work organization; and (iii) to understand, from the perspective of the School Inspection Service coordination, the effects of these dynamics on the management of institutional processes. The theoretical framework was based on Business Process Management (BPM), combined with an understanding of educational policy as a practice enacted within organizational contexts. The methodological procedures included documentary research, the application of a questionnaire to school inspectors, and an interview with the coordinator of the School Inspection Service. Data analysis was conducted through information triangulation, integrating empirical findings with the adopted theoretical framework. The results indicate that Protocols P2, P3, P9, P10, and P14 present the highest incidence of problematic intersectoral action and reveal a significant convergence among research participants regarding the perception that undefined sector boundaries generate rework, conflicts of responsibility, task overlap, conflicting guidance provided to schools, weaknesses in workflow organization, institutional communication, and intersectoral coordination. The findings suggest that these obstacles are structural and organizational rather than merely normative, reflecting the absence of a process-oriented perspective. In response to this scenario, an Educational Action Plan was developed based on the principles of Business Process Management, focusing on improving institutional work organization. The proposed actions include identifying and organizing actual work processes, establishing and clarifying responsibilities among sectors, systematizing guidelines and training initiatives, and continuously monitoring established workflows. These measures aim to reduce overlaps, strengthen intersectoral coordination, promote greater organizational clarity, and contribute to a more integrated, coherent, and sustainable School Inspection practice within the Regional Superintendence of Education.