The execution of the PDDE in the Northeast region of Brazil and the management performance of schools (2020-2022)

Abstract

This article analyzes the Direct Money to School Program (PDDE), a federal program for financial decentralization that transfers resources directly to public elementary schools. It analyzes the results of evaluations by the Collaborating Center for Support for Monitoring and Management of Educational Programs (Cecampe) in the Northeast region of Brazil, in the period 2020-2022. The quantitative research includes an objective questionnaire answered by 869 educators through Google Forms with representatives of the Executive Unit (UEx) of participating schools, thus creating and reflecting on nine graphs. The qualitative instrument, in the form of a semi-structured interview, provided an analysis of the trajectory of PDDE transfers, covering variables such as: execution of the resources received, operational difficulties in raising funds and/or reporting, participatory management, and spatial configurations. A participatory management model based on flexibility, decentralization and stakeholder participation in the educational process is the paradigm for public management as a way to respond to the challenges of improving the use of financial resources. The results indicate positive information in view of the recognition of the importance of the program's actions, possible effects, implementation conditions, timely accountability and reduction of operational difficulties by the UEx. The importance of managers in carrying out planning, arranging priorities and monitoring the implementation of actions increases.