O Projeto Professor Diretor de Turma e a gestão escolar para resultados no estado do Ceará de 2008 a 2023

Abstract

This thesis has as its object the Class Director Teacher Project (PPDT in its Portuguese acronym), implemented in 2008 in the state of Ceará, whose operation spans different governments and remains prominent in the educational policy of the federation unit. The general objective of the investigation was to identify the conception of school management materialized from the Class Director Teacher Project in the state of Ceará in the period from 2008 to 2023, which was divided into the following specific objectives: a) Analyzing how the school management model established in the state network of Ceará is constituted, based on the premises of Managerialism and New Public Management (NGP in the Portuguese acronym); b) Revealing the interconnection between the Class Director and the policies related to it: State Policy for Professional Education, Management Circuit and Development of Socioemotional Skills; c) Analyzing how the privatization process of educational policy in Ceará occurred/occurs based on the Class Director and related policies; and d) Identifying intentions, strategies, contradictions and possible contributions of the Class Director and related policies for school management in Ceará, from 2008 to 2023. Methodological path was outlined based on successive approaches to Social Theory and the method of historical-dialectical materialism; this research is qualitative educational policy analysis, which used the techniques of literature review, documentary analysis and semi-structured interviews. It was carried out with 14 respondents, 02 of whom were directors who belonged/belong to the staff of the Ceará Education Department and 12 who worked in 03 schools located in the Metropolitan Region of Fortaleza, in different positions, within the time frame defined in the investigation. Results were analyzed based on content analysis and indicate that the Class Director is guided by the assumptions of managerial management, with a focus on pedagogical work centered on monitoring educational results. Content and form of the policy are therefore consistent with Managerialism and NGP, bringing to light the intensification of teaching work experienced by subjects, anchored in the pedagogy of competencies and in the privatization processes of educational policy. Strategies and intentions of the educational system are made possible through consent, especially from the subjects who implement the policy in the school space. While the documents guiding the policy emphasize its supposed democratic and emancipatory character, the narrative of the subjects who implement the policy highlights its weaknesses and the gaps presented in everyday school life. Politics, therefore, is distant from what is postulated by the discourse, and its action is carried out in contradictions that reinforce the interests of the neoliberal market. Even though it is welcomed by the school communities surveyed, the PPDT is seen as a policy that requires greater investment, mainly linked to improving the working conditions of teachers who perform the role, as well as consistent teacher training linked to the assumptions of a truly democratic and emancipatory education.