A gestão escolar em tempos de regulação pós-burocrática em escolas municipais de Poções/Ba (2007 – 2016)

Abstract

This paper, studies the relationship between the schools management and the external evaluation, in the county of Poções, located on the southwest region of Bahia. The county possesses an education system and, since 2014, started stimulating the schools in the system to take administrative and pedagogical measures impacting the results, aiming to rise the performance levels, specifically the Índice de Desenvolvimento da EducaçãoBásica (IDEB). In this context, this study was centered on the following question: how the post-bureaucratic regulation, introduced in the state reform context influenced and is influencing the educational agenda and the pedagogical organization in the county schools of Poções/ BA? The objective of this research was the characterization and analysis the post-bureaucratic and it’s possible influence on the educational agendas and in the pedagogical organization of the schools in said location. In the investigative process a qualitative research was preferred, with inspiration on the methods of data triangulation and critical analysis from: Barroso (2005; 2006 e 2013), Freitas (2004; 2007; 2012; 2016), Oliveira (2000), Paro (2010; 2012; 2015, 2016a; 2016b), Peroni (2003; 2011), Sousa (2003; 2014), Sousa e Oliveira (2003; 2010), Silva (2013), and others. Due to the nature of the objective it was opted for the development of the case study with a mean for the apprehension of the dimensions of the singularity and multiplicity that the question finishes, taking as an empirical three middle schools. The analysis categories that served as contribution for the study were: the post-bureaucratic regulation, the school management and pedagogical organization. The results revealed the complexity of the movements geared towards the planning of the education and from the ways to interpret and rise the effectiveness of the external evaluation and its operational nuances in the school context. With that in mind, it was observed the presence of distinct logics in the method that the institutions use to deal with the external evaluation. In this context, recognizing the limits of uniformed tests, but with them there is a method to achieve the recognition from the school work, considering, among other things, the challenges that appear in the discredit process of public schools. Through the characterization of the cases studied it was observed, also, that the logic of the post-bureaucratic, based in the introduction of operational strategies did not create a systematic form en the county, allowing the schools to deal with the politic-pedagogic demands due to their way of working, including the professional profile, the infrastructure and the backup of the educational manages in front of the educational community and the county managers