O plano municipal de educação de Anastácio/MS (2015-2025): desafios e perspectivas da gestão democrática à comissão municipal de monitoramento e avaliação

Abstract

This Master's Dissertation has as its theme Brazilian educational planning and as its research object the Municipal Education Plan of Anastácio/MS (PME 2015-2024) regarding Goal 19. The general objective is to analyze the PME of Anastácio/MS embodied in the challenges and perspectives of democratic management for monitoring and evaluation of the Municipal Monitoring and Evaluation Commission (CMMA). Methodologically, a qualitative approach was adopted through bibliographic and documentary research. To this end, the organization of the research is systematized in stages, which validate the researched literature and organization to achieve the proposed objectives, which are: a) the policy of ten-year plans, integrating educational planning; b) democracy; c) management and; d) monitoring and evaluation of the PME. Furthermore, the verification of the research object in scientific productions was systematized, with searches in 3 portals: Coordination for the Improvement of Higher Education Personnel (CAPES) and Digital Library of Theses and Dissertations (BDTD), and in the Portal of the Network of Studies and Research on Educational Planning and Management (REPLAG), in addition to the capture of articles on the subject, in the Scientific Electronic Library Online Portal (Scielo). As a result, the study showed that the Municipal Education Plans, including the PME/Anastácio/MS, are strongly influenced by political-partisan decisions, even when disguised by a technical or neutral discourse. In the period from 2015 to 2024, a “discontinuous continuity” of public education policies was observed, as pointed out by Vieira (2000), and a prevalence of political interference in the constitution and performance of the CMMA. It was found that democratic management faces structural challenges, such as the fragility of school autonomy, the recurring participation of actors linked to the Municipal Department of Education, the lack of ongoing training, and the disarticulation of the councils. In addition, it was identified that the selection process for school managers, although provided for in the PME, has been influenced by local political interests, compromising the legitimacy of the proposed model. The adoption of merit and performance criteria has reinforced inequalities, weakening community participation and distancing itself from the proposal for truly democratic management. Despite this, the PME points to possible paths, although not very consolidated, such as strengthening school councils, ongoing training, participatory assessment, and decentralization with autonomy. The dissertation, although it does not offer definitive answers, contributes with relevant analytical elements to improve the CMMA and strengthen democratic management in the municipality, recommending that future research expand the study to the empirical field and enable voice to the subjects involved in the process.