Gestão das verbas públicas escolares e seus impactos no desenvolvimento do processo ensino-aprendizagem de ciências

Abstract

School management is a system that brings people together in a socio-political context. Democratic management consists of the process of collective decision-making, enabling joint discussion and deliberation. In this format of democratic school administration, everyone's participation is necessary in building a democratic school. With regard to financial resources, the school manager assumes responsibility for the use of the resource, and the school board is the body responsible for planning and controlling its use. In teaching natural sciences, investments in teaching resources are of great importance for teachers and students, as they enable the adoption of different teaching methodologies. However, for all these methodologies to be used efficiently, the entire school environment, from the building infrastructure, furniture, equipment, and various teaching materials, must be accessible, and this will depend on the way public resources are managed. In this context, it is important to know the public funds allocated to teaching units, as well as their application, that is, how they are planned and executed. In view of the above, the present work aimed to investigate the relationships between school financial management and the teaching-learning process of natural sciences within the public education system of the state of Goiás. To this end, the dissertation was structured in three chapters. The first chapter presents a history of the financing of Brazilian education, and subsequently special attention was given to the public educational funds in force in the state of Goiás, highlighting the management of financial resources that aim to meet the demands required and indispensable for the proper functioning of schools. The second chapter discusses the relationship between the infrastructure conditions in schools and the science teaching-learning process through a systematic literature review. The analysis of the data obtained indicated a positive relationship, in which adequate infrastructure contributed to the increase in school evaluation rates. The third chapter conducted a field study considering schools in the public network of Goiás that underwent a process of transformation in financial management, evaluating the infrastructure conditions and indicators of the teaching-learning process before and after the transformation period. Quantitative data, such as school indexes, and qualitative data, such as the perception of the school community, were analyzed. The results of the quantitative evaluation showed that, after the transformation of financial management, there was an improvement in almost all indicators of school flow and internal and external evaluations, with the exception of the SAEB. In the case of the qualitative analysis, all segments analyzed indicated improvements in the science teaching-learning process, with reports of satisfaction in relation to the inputs necessary for teaching projects. Based on these results, a “Guide for the management of financial resources in schools in the state of Goiás” was prepared, aiming to achieve success in the teaching-learning process.