A autonomia de uma escola pública de Minas Gerais em condições de restrição financeira

Abstract

The present dissertation was developed within the scope of the Professional Master in Management and Evaluation of Education (PPGP) of the Center for Public Policy and Evaluation of Education of the Federal University of Juiz de Fora (CAEd / UFJF). The financial crisis of the State of Minas Gerais (MG) is affecting the system of public school , as in the case of the School Aleixo José located in the city of Passos,MG, in view of the restriction of financial resources for the activities and the maintenance of schools of the State. The literature on this subject (DOURADO, 2007; MARTINS, 2002; SALES, 2017; NEUBAUER, SILVEIRA, 2008) suggests that it is possible to mitigate the controversial scenario, based on improved school management. So, the guiding question of this research is: how can the manager optimize the resources received by the school, organize their expenses in order to reconcile the projects of the State Department of Education (SEE) and the Program Direct Money at School (PDDE) to school needs? It is from this perspective that this work aimed to investigate, in the context of the school studied, possible actions that school management could implement to improve the planning of the financial resources received, in a democratic perspective, autonomy and social reference. The assumption is if it may be possible to do strategically adapt resources from state-sponsored school projects, as well as federally funded funding programs, to qualify the application of resources. To analyze this assumption, as well as seek references for a new model of school management, a qualitative research with exploratory objective was conducted in a unique case study with data from bibliographic and documentary research and interviews with school staff. A costing system based on the ABC method was also performed, as described by Gonçalves et al. (2014), for understanding how school resources are being applied. The results showed that the school management preserved the pedagogical management, but sacrificed the building maintenance, according to the data obtained from the interviews. The costing system demonstrated the ability to adapt resources to school maintenance purposes, but they were not sufficient to mitigate the financial crisis. Based on the results and aiming to identify and propose alternatives for managing the school's financial resources in order to give greater financial autonomy to school management, an Educational Action Plan to be made available to other educational institutions under the same conditions was proposed. The plan was divided into three modules: a training for the servants and the community, as it was also identified ignorance of the school financial part by these actors; an annual budget to organize and improve the participation of the school community in financial management; and a calendar of events to raise funds for the school via the GDR that expands school autonomy over this management, even if this is not a function of the school or its manager, but a necessity in this context.