O PROCESSO DE IMPLEMENTAÇÃO DAS POLÍTICAS EDUCACIONAIS E REPERCUSSÕES NAS FORMAS DE GESTÃO DA ESCOLA E NO PROCESSO DE ENSINO-APRENDIZAGEM: O PACTO PELA EDUCAÇÃO EM GOIÁS.

Abstract

This study analyzes the implementation of the educational policy, Pacto pela Educação (The Education Pact) in the Goiás State public education network during Marconi Perillo s 2011- 2014 government. It seeks to understand its repercussions on school management and the teaching-learning process. To do so, the following items were objects of study and analysis: the interlinkages between national and state educational policies and multilateral international organizations; administrative procedures and actions for implementing the policy and its appropriation by directors, coordinators and teachers; the impact of these types of appropriation on ways of organizing and managing schools and on teacher performance in the classroom. The research proposal derived from the following issues: a) existing relationships between the guidelines for Education drawn up by multilateral international organizations and national educational policy; b) the principles and strategies of these guidelines present in State Government Educational Policy in Goiás in the 2011-2014 period; c) how schools at Basic Education level, run by the Goiás Education Secretariat and its agents perceive, appropriate, and act in relation to the implementation of the educational guidelines and policies adopted by government agencies; and, d) the repercussions of these policies in terms of effectiveness on the management of these schools and the teaching-learning process. Such questions gave direction to the research, which used as a background, reflections from the Italian thinker, Antonio Gramsci, and many Brazilian authors (such as, Dermeval Saviani, Gaudencio Frigotto, José Carlos Libâneo, Maria Lucia Wanderley Neves, Luiz Carlos de Freitas, Olinda Evangelista, among others) who research educational policies and school management based on dialectical and historical materialism. The referential for the analysis was the Pacto pela Educação, drawn up during Marconi Perillo s 2011-2014 government to provide guidelines for education reform in the Goiás State teaching network. As its research field, three Basic Education public schools, run by the Goiás Educational Secretariat, were used. Data collection was conducted from September 2012 to April 2013 through observations of formal situations (meetings, classes, school councils) and informal situations (chats in the staff room, in the hallways, and other school events), semi-structured interviews with principals, viceprincipals, managers, educational counselors, secretaries, teachers, students and parents, and documentary research. Analysis of the material obtained showed: a strong influence of international organizations on the State s educational policy and the significant presence of non-governmental organizations in the implementation of reform strategies which express the interests of regional and national elites; the use of strategies not always ethical or professional on the part of the teaching system and schools to improve their performance in external evaluation; the program of recognition and remuneration based on merit is seen by teachers as a mechanism for control and punishment; the undermining of the teacher s role in teachinglearning activities; student achievement policies lead to a narrowing of the school curriculum and regulation of the school s pedagogical decisions; standardization of the teaching-learning process and its subordination to targets based on competence and ability subject it to mimic reflexivity, rote learning for tests, and thereby impoverish cultural and scientific formation and the development of student psychic processes.