Implementação da gestão integrada da educação (GIDE) em uma escola estadual da zona da mata mineira: desafios e possibilidades

Abstract

This study investigates the challenges and possibilities arising from the implementation of Integrated Education Management (GIDE) in a state-run public school serving the early years of elementary education in the Zona da Mata region of Minas Gerais, Brazil. This policy stems from a partnership between the Minas Gerais State Secretariat of Education (SEE/MG) and the GIDE Foundation (FDG), with the objective—according to the state executive—of unifying and directing schools’ efforts and resources toward results and processes (Minas Gerais, 2022). Accordingly, the guiding research question was defined as: What are the challenges and potentials related to the implementation of GIDE in a state-run public school in the Zona da Mata region of Minas Gerais? To address this question, the general research objective was delimited as follows: to analyze the process of GIDE implementation in the school under study and its relationship with the practices of the management team and the teaching staff, with a view to its improvement within the institution. The specific objectives were: (i) to describe forms of organization, actions, and results; (ii) to problematize the implementation based on the relationships established among the actors involved; and (iii) to propose an Educational Action Plan (PAE) aimed at mitigating problems and expanding the potential of its actions for more effective use of GIDE in the school investigated. In this context, concepts and reflections on Educational Public Policies, School Management, and Public–Private Partnerships supported the understanding of the complex scenario under investigation, outlining pathways for improving GIDE. Following approval by the Research Ethics Committee (REC), a qualitative methodology was adopted, including documentary analysis of GIDE actions and results between 2020 and 2024, as well as consolidated data, institutional documents, and official communications issued by SEE/MG and the school. Fieldwork comprised semi-structured interviews with members of the management team and with the Educational Analyst responsible for GIDE, in addition to questionnaires administered to teachers. The collected data enabled an analysis and comparison of conceptions, relationships, perceptions, and suggestions regarding the policy, highlighting the challenges and possibilities that informed the strategies proposed in the PAE for its improvement. The findings underscore the identification of weaknesses not only related to GIDE’s top-down implementation model, but also concerning Democratic and Participatory Management and the organization of work, resulting in professional overload. The identified potentials derive from contextual characteristics such as staff engagement, good practices, and positive educational outcomes. Consequently, the proposed intervention is grounded in the possibility—identified both in the policy design and at Trilhando Saberes State School—of personalizing GIDE implementation through a more network-based rather than hierarchical approach, aligned with the perspective of PostManagerialism discussed by Burgos and Bellato (2019).