Política de gestão escolar para resultados: uma análise do índice de eficiência gerencial na educação pública estadual de Pernambuco

Abstract

This scientific investigation examined the Managerial Efficiency Index (IEG), an instrument of responsibility for school principals adopted as a management policy for the state public education of Pernambuco. The discussion is based on the premise that management for results, through “managerial efficiency”, supplants democratic management by making the school increasingly entrepreneurial (less cost, more efficient) and less democratic. In this sense, the management model based on market forms fosters the emergence of a new profile of school principal more concerned with economic results than with the democratic process, dialogical. This management transforms public servants from within schools, creating a new ethos in education professionals, and this has implications for the configuration of the citizen and society that want to form. The main objective of the investigation was to analyze “managerial efficiency” as a vertical accountability mechanism for the school principals and their influence in promoting an education management model in Pernambuco. The research methodology was based on the policy cycle of Stephen Ball and his collaborators, in an attempt to analyze the field of educational policies and understand how they are formulated and implemented / acted in different contexts. The instruments for data collection were documental research and semi-structured interviews with subjects implicated in the development of the policy under analysis. The investigated theme is of a great relevance to point out the context of the practice of managerial action based on the implementation / performance of a managerialist policy based on the logic of the market and noted that the “great insight” to perform the management reform in Pernambuco was placed in the school principal's responsibility for fiscal adjustment. As the payment of the Additional Management Efficiency (AEG), it only occurs if the management team is up to date with the adjustment of the school hours, the provision of accounts and the insertion of management information on the website of the Secretary of Education and Sports, there are a constant feeling of vigilance and the possibility of punishment, by not receiving the gratification. Such conduct transforms the subjectivity of school principals by regulating them by the market model and overloading them with a new virtual bureaucracy in favor of a school focused on competition, comparison and performativity.