Por que mudar? Resistências no ciclo de uma política pública educacional para o ensino médio do estado de Rondônia

Abstract

The present dissertation is developed in Professional Masters in Management and Evaluation of Education of the Center for Public Policy and Evaluation of the Federal University of Juiz de Fora (CAEd/UFJF). The management case to be studied will discuss the obstacles implementation in High School with Technological Mediation Project (EMMT) in the schools jurisdictional to Regional Coordination of Education of Cacoal, Rondônia. Beginning in 2016 with the first year of high school, and with the average of gradual extension to outside school years, the EMMT has faced problems and / or resistances of teachers, unions, parents and students in its implementation process. A question then arises: what are its indicators to carry out the school initiatives in implementation process of High School Project in Cacoal? The general objective is investigate resistances to the implementation of EMMT Project in Cacoal CRE, for then, propose actions that minimize these resistances to the Project. To separate the specific objectives: i) describe the factors have complicated the implement the EMMT Project in CRE / Cacoal; ii) analyze problems of implementation of the EMMT project in CRE / Cacoal, and iii) provide solutions that may soften resistences and other factors that have complicated the implementation of the EMMT Project. Assuming the possibility of being involved with the occurrence of changes in the educational policy, as in inquiring to people involved, and explain the purpose of the school community project. To investigate the resistances will use qualitative research, questionnaire application, and interviews as sources. The theoretical reference that response to the evaluations will be made by the reflections of Mainardes (2006), Condé (2012), Lima and D'Ascenzi (2013), Santos and Oliveira (2013), Girotto (2016), Heckert (2004), Souza, Sartori and Roesler (2008), Mourão (2010), and Costa (2015), that analyze implementation of public policies addressing the different contexts and influences. The results show that the central point of both public policy and resistance is in the interests of those who win, what win, and how to win, and in the game of influence everyone wants to win. However, by attending to their interests, the actors involved in the process start to cause less conflict. In this perspective, the Educational Assistance Plan (PAE) was elaborated with actions that involve the different subjects of the process in the decisions about the proposed educational policy.