| dc.description.abstract | This study is situated at policy education area and develop a knowledge regarding assessment policies of basic education, related aspect of school infrastructure. Specifically, it refers to the Diagnostic System of School Reality (LSE) as an instrument developed by the FNDE/MEC for diagnosing operating conditions of public schools and the subsequent identification of its infrastructure indicators in relation to the Minimum Standards of Operation School (PMFE). The overall objective of the study was to analyze the process of LSE in municipal education systems of Rio Grande do Sul/Brazil and its discontinuities, from diagnosis methodology developed by FNDE with prospects to discuss the political will and/or management tool. So, we developed the following specific objectives: to discuss joining the LSE and local strategies for their achievement; identify the school environment or the working conditions of municipal schools through the score obtained in the LSE regarding PMFE; analyze the interaction operating conditions of schools with IDEB; and describe the actions linked to the management and the LSE Joint Action Plan (PAR). As support for this research studies the laws related to education and in official documents that deal with the LSE, for example, the form of school diagnosis, guidance manuals, reports of consultants FNDE were performed and others. Electronic consultations to FNDE/MEC and interviews with municipal and school managers were also performed. The approach of the school infrastructure was developed in a reality that met seven municipalities in Rio Grande do Sul and seventeen public schools, characterizing a Multiple Case Study. However, it also presents a national overview of training activities and policy implementation in the states. The study revealed a process of discontinuity by rupture of a policy implementation and the consequent waste of public resources, and the dissatisfaction of local managers for its efforts, not obtaining the results of diagnosis and not implementing improvements to qualify their schools due to lack of procedure for cooperation with the Government. Therefore, the LSE policy was not effective as a legal determination and not as a management instrument. | en |
