| dc.description.abstract | The research thematizes a strategy of standardized planning at federal level, which is the PAR Plan of Articulated Actions, that is linked with the Plan of Goals Commitment Everybody for Education, established by the decree number 6094 from April 24, 2007. The federates are linked to the Commitment by "voluntary adherence", implying the assumption of the responsibility of promoting improvements in the rates of evolution of IDEB and reduction of taxes of repetition, beyond correction of flow strain grade/age. The main objective of this study is to problematize the sense of adherence to the Commitment Everybody for Education and verify the difficulties faced by the municipal management in the planning and in the accomplishment of PAC's actions. As specific objectives, we want to verify what actions of this panning were implemented during the period of 2008 until 2011 in the Municipal Departments of Education at São Leopoldo and Novo Hamburgo, in Rio Grande do SUL, in order to effective PAR. The qualitative study is about the situation of two cities of the Vale dos Sinos Region, chosen by the criterion of having indicators that get approximated, verified in the Demographical and Educational Indicators and Census IBGE/2010, in order to verify the difficulties faced by the municipal management in the planning and in the accomplishment of PAC's actions. The methodology used involves document analysis, consultations to the legislation, decrees and additional rules relevant to the implementation of PAR, as well as semi-structured interviews with the Municipal Leaders of Education and responsible by its monitoring in the cities. The analysis follows the steps that compose PAR: adherence, diagnosis and Plan of Articulated Actions. The study reveals that the cities here had a lot of difficulties in the process of planning in the effective practice of PAR's actions. This instrument of strategic and systematic planning showed complexity in its execution and centralization of the actions by the federal government. Showed lack of understanding and clarity of the procedure by the local managers, who were surprised by a blind point at submitting the diagnosis to MEC, by lack of technical advising. The interventions found by this kind of planning and temporalities led the municipal management to the non-accomplishment of participative and democratic processes. It was demonstrated in the context of this panning to the municipal networks the absence of educational policy that understands the singularities, the specifications of each local reality and that would really end the educational problems in the cities. To close the study, was made a interpretative syntheses articulating PAR as an educational policy, relating it with the current historical-political moment. | en |
