Programa Dinheiro Direto na Escola na rede pública estadual de ensino de Goiás: uma análise dos desafios e contribuições para a governança escolar, no desdobramento de 2018-2022

Abstract

This study is part of the research line "State, Policies, and Educational Institutions" of the Graduate Program in Education at the Pontifical Catholic University of Goiás (PUC-GO). Its primary objective is to analyze the Direct Money to School Program (PDDE) in the State Public School Network of Goiás, focusing on the challenges and contributions to school governance during the period from 2018 to 2022. The research, which is bibliographic and documentary in nature, aims to: 1) systematize and examine the procedures adopted for allocating funds to the school councils of the State Education Network of Goiás through the PDDE during the studied period; 2) analyze the reasons that led some schools to succeed in financial management while others faced difficulties; and 3) compare official documents with administrative reality, analyzing the monitoring carried out by FNDE to identify the positive and negative aspects resulting from the PDDE's operation in the State Network schools. The analysis was conducted through surveys of public information systems, such as the National Education Development Fund's (FNDE) System of Releases, the Accountability Management System (SIGPC), the List of Executing Units Served by PDDE (PDDEREx), in addition to FNDE guiding documents, reports from the State Department of Education of Goiás, legislation, decrees, ordinances, and FNDE operational manuals. Scientific articles, dissertations, and theses published between 2014 and 2022 were also reviewed, using descriptors such as educational policies, federal resource distribution, PDDE, basic education, education funding, and education salary. The aim was to analyze the implementation of the PDDE, assessing whether the goal of promoting decentralization and autonomy in the financial management of public schools in the State Education Network of Goiás was achieved. The five-year chronological cut was defined due to the significance of the period, which saw a significant increase in PDDE resource transfers to schools in the network. As a result, the research highlighted discrepancies and areas for improvement in the implementation of the PDDE, contributing to a broader understanding of the program's impact on schools in the State Education Network of Goiás. These findings have the potential to generate positive impacts both academically, by expanding knowledge on school financial management, and in educational practice, by providing insights to improve the execution of public funds allocated to education. Furthermore, the conclusions may influence the formulation and implementation of more effective and inclusive educational public policies in school governance