A gestão entra em cena: um estudo do programa gestão nota 10 do Instituto Ayrton Senna

• Autor(a) principal: Stabelini, Ana Maria
• Data de Publicação: 2013
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFSCAR
• Texto Completo: https://repositorio.ufscar.br/handle/ufscar/2671
• topic: Educação; Política educacional; Instituto Ayrton Senna (SP); Organizações não-governamentais; Programa Gestão Nota 10; Gerenciamento de resultados; Management of results; CIENCIAS HUMANAS::EDUCACAO

This study aims to identify and analyse the theoretical and methodological foundations in which underlie the Programa Gestão Nota 10, from Ayrton Senna Institute, which aims to implement a management methodology in public schools. The study was conducted through analysis of category of management, partnership and social justice that support the discourse presented by the Institute in its disclosure documents and course material, focused on managers of public networks in the municipalities which are partners of the program .We also analysed some action strategies proposed in partnership with two local systems of education - the cities of São Roque Guariba - in the state of São Paulo. The findings show that the program presents management concepts, partnership and social justice, removed from the productive sphere. The results management is considered by the Office as the most appropriate form of management for the school to be more efficient and effective and should be adopted by all public education. On the other hand partnership policy seems to work as a supply of services of the Institute, which would help in solving the problems faced by municipalities. In relation to the issue of social justice, they believe that equality of opportunity is the possibility of being able to enter in the labor market. Furthermore, there is a use of range of terms that, despite they are similar, they take on different meanings. We also note that the implementation of results management is encouraged not only in educational administration, but on the whole educational process by encouraging students to be managers of their learning process.