O papel da gestão na implementação das políticas educacionais: o PIBID como foco de análise

Abstract

This research presents the result of the research carried out in a state public school, focusing on the management of the Institutional Teaching Initiation Scholarship Program (Pibid). Pibid is a public policy that reaches significant portions of undergraduate students, granting research initiation grants to undergraduates, coordinators in charge of higher education institutions (HEIs), through project development, and to school supervisors. basic education of the public school system. In this study we verified the management of the Pibid of Physics, of the Federal Institute of Education, Science and Technology of Goiás (IFG), Campus Jataí, and of Biology, of the Federal University of Goiás (UFG), Regional Jataí, inserted in a school of basic education of the public school system of the city of Jataí-GO, in 2014. The qualitative approach was used as a methodology, choosing the case study. Data collection was performed through questionnaires and semi-structured interviews, applied to meetings with focus groups composed of participants of Pibid. The instruments allowed to analyze the reality of the management of the referred subprojects of Pibid of the course of Physics and Biology, pointing out that the pibidianos were not successful in the fulfillment of their subprojects. It was analyzed in the answers of the subjects involved that the biggest problem was the lack of interaction between the HEIs and the elementary school. On the one hand, the school management components stated that they had no knowledge of Pibid, despite being in school since 2011. On the other hand, the management of Pibid subprojects believes that the school was neither structurally nor pedagogically prepared for receive the Physics and Biology subprojects, while managers from both the Pibid and school subprojects are able to circumvent the problems for program implementation and implementation. It was found that the role played by the Pibidians was directed only to monitoring and reinforcing study, misrepresenting the objectives of the subprojects. This research reveals that both the management of Pibid and the management of the public basic school did not practice democratic management, as they did not value the partnership between HEI and school; did not value the community in the decision-making process, given the quality of school practices.