Desafios da atuação do inspetor escolar no Programa Jovem de Futuro: um estudo de caso na Superintendência Regional de Ensino de Divinópolis

Abstract

The present dissertation, developed within the Professional Master’s Program in Management and Evaluation of Public Education (PPGP) at the Center for Public Policies and Education Evaluation of the Federal University of Juiz de Fora (CAEd/UFJF), focuses on the role of the School Inspector (IE) in the context of the implementation of the Programa Jovem de Futuro (PJF), with particular emphasis on the experience of the Regional Superintendence of Education of Divinópolis (SRE/Divinópolis), in the state of Minas Gerais. The investigation was guided by the following question: how can the role of the School Inspector in the Programa Jovem de Futuro be improved, considering the various responsibilities this professional already performs? The general objective of the research is to investigate the factors that affect the performance of School Inspectors in the implementation of the PJF and to propose actions that may help address the problems identified. The specific objectives are: (i) to describe the responsibilities of the School Inspector and their role in the Programa Jovem de Futuro; (ii) to analyze the challenges faced by these professionals in the implementation of the program; and (iii) to propose strategies and practices that may contribute to improving the performance of inspectors in this context. The methodological approach adopted integrated qualitative and quantitative analyses, grounded in documentary research on legislation and regulations related to school inspection and public–private partnerships in education. Two data collection instruments were employed, directed at different audiences: (i) a questionnaire administered to all school inspectors of SRE/Divinópolis; and (ii) semi-structured interviews conducted with the coordinator of school inspection and with two inspectors who, at certain times, served as focal points of the Programa Jovem de Futuro at SRE/Divinópolis, working in the monitoring and guidance of inspection teams in tasks specifically related to the PJF. The theoretical framework of the study was based mainly on the contributions of authors such as Peroni and Caetano (2016) and Balduino (2020), who critically examine the presence of the private sector in public education and the impacts of public–private partnerships on the formulation and implementation of educational policies. The results showed that the work of school inspectors in the PJF is significantly affected by the expansion of responsibilities introduced without prior dialogue, institutional support, or adequate working conditions. This situation generates work overload, reduces autonomy, and undermines the coherence between the program’s demands and the legally established functions of school inspection. It is concluded that improving inspectors’ performance in the PJF requires an institutional repositioning of their role and the assurance of conditions that allow them to carry out their duties effectively. The proposed action plan offers viable alternatives to streamline demands, strengthen inspection practices, and promote greater alignment between the program and the legal routines of school inspection.