Participação e controle social na gestão financeira de Centros de Educação de Jovens e Adultos

• Autor(a) principal: Barcelos, Luciana Bandeira
• Data de Publicação: 2018
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/10471
• topic: Youth and Adult Education; Youth and Adult Education Center; Participation; Social control of decentralized resources; Public schools management; Centro de Educação de Jovens e Adultos; Participação; Controle social sobre recursos descentralizados; Gestão da escola pública; Educação de Jovens e Adultos; Escola pública; Educação e Estado; CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO

The social control over decentralized financial resources forwarded directly to schools was the researched object of study, for its integral role in the country s public policies in education financing. This policy s management, exerted by Associações de Apoio à Escola (School Support Associations), following specific composition and participation rules, was researched in five Centros de Educação de Jovens e Adultos CEJA (Youth and Adult Education Centers), in the metropolitan region of the Rio de Janeiro state. The study aimed to comprehend the means by which this social control is enforced, and if this enforcement and the participation it requires contribute to the school public management s quality this being the thesis that supported the executed investigation. Some questions have guided the investigation, namely: what is the understanding of the subjects that usually attend these spaces in the topics of social control and participation? How do they exert this social control in the daily life in a CEJA? Does this exercise of participation contribute to the quality of public management? I intended to comprehend how in a CEJA s daily life the AAE make use of social control its exercise to manage the received financial resources. The methodological route set up a sample under criteria, defining five investigation loci. Through questionnaires, I collected conceptions from student, teacher and employee subjects; additionally, I also interviewed managers, looking to know from the total of 1589 sources how, why and to what end there is participation and the exercise of social control in these spaces. From the empirical field, a lot of content relating to the participation and social control categories has surfaced, and has been grouped as follows: belonging, pedagogical, political, taking the floor and public space occupation. The motives for not partaking have also been closely observed. Cues found amidst the content and in some observed practices in the empirical field support the validity of the devised hypothesis, increasing the comprehension of the adopted theoretical referential, not without noticing the limits that reality imposes on this exercise, what compromises the effectiveness of the practices, specifically relating to the financial management, which remains the current challenge to be faced. The possible synthesis of the investigation is that the researched concepts and the way they operate in the school institutions urge the need of boosting and valorizing mechanisms for the reinforcement of popular initiatives, which constitution itself allows, expanding and qualifying for the use of the public, specially by Youth and Adult Education subjects