Plano de desenvolvimento da educação e plano de desenvolvimento da escola: desdobramentos da implementação dessas políticas no contexto escolar

Abstract

This study aimed to analyze the School Development Plan (PDE-School) - strategic management approach - which is inserted in the Educational Development Plan (PDE), initiated on April 2007. In this study we searched for the extent in which the PDE-School really alters the reality and dynamics of public schools at the town of Juiz de Fora. The mentioned educational proposal is mainly aimed to improve the quality of public education. Given this, it tried to capture the impacts brought by the implementation of this policy for the school community and to education itself. For this, the research was grounded in the assumptions of the qualitative approach, based on the historical materialism epistemological framework to understand that this perspective seeks to grasp the historical reality in a dialectical way. Therefore, a discussion was held concerning the concepts of state, the particularities of the formation process of the Brazilian State, as well as the historical and social context of Brazil in the 90’s. Reflections about educational policies in Brazil were held, especially since the 90's and in particular the School Development Plan (PDE-School). It strives to understand the ramifications of this policy, mediations and contradictions that crossed the process. The research was conducted in two schools in Juiz de Fora / MG, which had lower level of the Basic Education Development (IDEB) and that are part of PDE-School. The study revealed that the PDE-School preserves the foundations of neoliberalism and state reform, and it show itself as a proposal that comes "from the top", pragmatic. It works as a general agreement strategy, the school introduces the culture of evaluation, it intensifies the teaching profession, especially for schools managers. Besides that, financial resources are essential to structure the school with pedagogical teaching materials; however, the quality of education is bounded to the risen statistic data.