As relações intergovernamentais induzidas pela implementação do PDDE nas escolas públicas mineiras: reconfiguração e ressignificação da gestão escolar

Abstract

The thesis is that the implementation of the Direct Money at School Program (PDDE) induces intergovernmental relations (RIGs) in school management and, from them, reconfigures and resignifies the notion of democratic school management standardized in the Law of Guidelines and Bases of National Education of 1996 (LDBEN/1996). The manuscript aims to present the RIGs fostered by the implementation of the PDDE in the management of public schools in the State of Minas Gerais in the period from 2007 to 2023 and, the other underlying this, to explain a theoretical ovemodel capable of guiding the understanding of democratic school management instituted from the implementation of the PDDE. The methodological path of the investigation in the literature review was through the narrative review and the systematic review of literature with the use of the method of integrative review; the field research took place in the National Fund for the Development of Education (FNDE), in the Secretariat of State of Education of the gState of Minas Gerais, in Municipal Secretariats of Education of two municipalities of Minas Gerais, in five Regional Superintendencies of Education and in seven public schools in Minas Gerais. The data were collected in official documents, database, online systems, semi-structured interview and focus group. In the analysis of the data, the technique of "content analysis" was used, from the perspective of the qualitative approach. The PDDE, connector of school management with the FNDE, Seduc, third sector, civil society and with the private sector, through federative cooperation, coordination, governance and democracy, seems to add two components to the democratic school management established in LDBEN/1996: the networks and deliberation. As for the proposition of a theoretical model for democratic school management, the analysis indicates that the federative operationalization of the PDDE mediated by the internet and technology drives the conception of democratic school management to progressively transition from bureaucratic and/or managerial management to deliberative democracy in networks. Because, the MEC/FNDE when structuring the Program from the virtual space, and around it, interconnecting by different technologies, organizations in different locations of the Brazilian federation, applies the logic of the networks. Conclusively, the research points out that in contemporary times the organizational structures in networks are and will be the fundamental components of the units Of teaching, which reconfigures and resignifies the notion of school management for deliberative democratic school management in Networks.