A INFLUÊNCIA DO PLANO DE DESENVOLVIMENTO DA ESCOLA NO PLANEJAMENTO DA ESCOLA PÚBLICA EM PERNAMBUCO

Abstract

This article aims to understand the implications of the School Development Plan (PDE) in public school planning. The PDE is taken as representative of the managerial policy in development in Brazil, particularly in the state network in Pernambuco, the locus of this investigation. Using the public policy cognitive approach (MULLER; SUREL, 2002), the data were analyzed from a dialectical view of management, in which the subject plays a preponderant role in the coordination of action. It was observed that the development of this policy increased the regulation of schools through their planning and strengthened control of learning outcomes. The participation process instituted by the PDE ended up reducing the function of the collegiate, while at the same time did not favor the perception of the school in its complexity. After almost two decades of the development of this plan, allied to the policy of reward for results established in Pernambuco, it can be concluded that the PDE has contributed to raise the passivity posture observed in the teachers' discourse, against the principles of managerialism in school management emphasized by this Plan. Democratic management is still far from being achieved, since the principles of autonomy and participation, fundamental in this power system, assume in the EDP a technical and operational significance to the detriment of the expected political-pedagogical sense.