Banca de QUALIFICAÇÃO: MONIQUE DE FIGUEIREDO PAGELS

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : MONIQUE DE FIGUEIREDO PAGELS
DATE: 13/04/2026
TIME: 09:00
LOCAL: meet
TITLE:

Directors Facing Learning Outcomes Management Policies in Early Childhood Education: The Case of the Municipality of Rio de Janeiro

KEY WORDS:

managerialism; accountability; mid-level bureaucracy; public policies; early childhood education

PAGES: 69
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Planejamento e Avaliação Educacional
SPECIALTY: Política Educacional
SUMMARY:

This research aims to understand the meanings attributed to the performance policy “Gestão para Resultados de Aprendizagem” (GRA) by giving voice to Early Childhood Education principals, considered in this study as mid-level bureaucrats. The hypothesis is that GRA is anchored in a managerial model that places the responsibility for institutional performance on the actors themselves, disregarding the specificities of the contexts in which the policy is implemented. Furthermore, this study analyzes the concepts and strategies adopted by the city of Rio de Janeiro for Early Childhood Education, questioning what “learning outcomes” represent for this stage of basic education. The choice of principals as research subjects is justified by their central role within the state bureaucracy, acting as a link between the Municipal Department of Education and teachers, who are directly responsible for implementing the policy. The principals' narratives reveal tensions, interpretations, and mediations that arise between the formulation and implementation of the Plano das Dimensões, the main tool of the results-based policy. The analysis starts from the understanding that educational policies embedded in the context of managerial reforms and accountability reflect a broader movement of reconfiguration of the State, oriented towards efficiency, productivity, and measurable outcomes. The research is grounded in the analysis of educational policies using a qualitative approach, guided by interviews with three principals from Early Childhood Education units in the municipality of Rio de Janeiro: a daycare center, an Early Childhood Development Center, and a municipal school with preschool classes, all located in areas of high social vulnerability. The analysis of the principals’ narratives follows the bakhtinian approach to discourse analysis, interpreting the voices of mid-level bureaucrats. It is noteworthy that this research is informed by the author’s professional experience in the Municipal Department of Education, supporting school principals in the implementation of GRA, thus crossing professional practice and academic research to discuss public policies and initiatives for Early Childhood Education in the city of Rio de Janeiro. 

COMMITTEE MEMBERS:
Presidente - 1544253 - ANELISE MONTEIRO DO NASCIMENTO
Externa à Instituição - GABRIELA LOTTA - FGV
Externa à Instituição - VIRGÍNIA CECÍLIA DA ROCHA LOUZADA - UERJ