The residents make the difference in municipal education projects

• Autor(a) principal: Blasis, Eloísa de
• Data de Publicação: 2006
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Cadernos Cenpec (Online)
• Texto Completo: https://cadernos.cenpec.org.br/cadernos/index.php/cadernos/article/view/148
• topic: Better Municipal Quality Program; Quality in education; Educational spaces; Manager training.; Programa Melhoria da Qualidade no Município; Qualidade na educação; Espaços educativos; Formação de gestores.

This text covers the Better Municipal Education Program (Programa Melhoria da Educação no Município), which has been carried out in Brazil since 1999 and is the result of a partnership established between Fundação Itaú Social, the United Nations Children's Fund (Unicef), the National Union of Municipal Education Directors (União Nacional dos Dirigentes Municipais de Educação – Undime), and the technical coordination at the Center for Studies and Research in Education, Culture and Community Action (Centro de Estudos e Pesquisa em Educação Cultura e Ação Comunitária – Cenpec).  The Program was created with the goal of supporting Brazilian municipalities in training education managers to be able to plan, implement and assess educational projects that guarantee that all children and young people have access to and remain in a quality learning system. Defense of public and quality education for all as a social right has gained ground and legitimacy in debates between the government and civil society. Municipalities have taken on a new and fundamental role: strengthening their educational spaces, integrating different actors in the task of educating, expanding learning spaces beyond the school. In its five years, Programa Melhoria has been used in 1,037 municipalities across Brazil and has come up against the most varied experiences, including: the challenge of learning in reading and writing and curricula that consider local realities. The text highlights positive points, in relation to learning among the managers of the 140 municipalities that took part in an evaluative study, as well as the 105 that took part in the Program in the state of São Paulo: the opening up of space to community participation; definition of clear targets; a perspective geared towards the city's potential; creation of a locally and globally oriented curriculum; the use of actions to complement the school; investment in teacher training; diagnosis, monitoring and assessment of actions; sustainability of actions and training of management teams. The conclusion is reached that the actions developed by the Program point to new perspectives and to new possibilities for education, not just beyond the school space, but in having this space interact with other educational spaces in the city.