Infraestrutura escolar: análise da eficácia do investimento nas escolas do estado de Minas Gerais no período de 2019 a 2021

Abstract

The context for the 21st century caused by the Covid-19 pandemic has generated an urgent debate on the right to education. The impact of the pandemic on the educational sector was highlighted, with the suspension of face-to-face classes, the educational process was mediated by technologies, insufficient investment in inputs and infrastructure, mainly for digital connectivity services, resulted in deprivation of access to the educational process. The exceptional nature of the pandemic added challenges to public managers, who on the one hand were already dealing with the existing demands of school infrastructure, and had to look for ways to adapt to maintain, as far as possible, the routine of the educational process. Through the analysis of the Multi-Year Governmental Action Plan of the State of Minas Gerais (PPAG), this research sought to evaluate the effectiveness of the planning and execution of the PPAG, and the fulfillment of budgetary targets in the area of school infrastructure. This analysis was carried out using PPAG's own assessment tool, the Institutional Monitoring Reports (RIM), carried out by the Secretariat of Planning and Management (SEPLAG), and comparing the evolution of infrastructure resource rates available in schools in the state of Minas Gerais. Gerais through data from the School Census, produced by the National Institute of Educational Studies and Research Anísio Teixeira (INEP). The school range considered was the primary and secondary education levels of state and municipal schools. As a temporal overview was sought, and considering the existence of the pandemic, the interval from 2019 to 2021 was defined considering the year immediately preceding the first case of Covid-19 in Brazil, up to the year in which the data relevant to this research were available. As an effectiveness evaluation criterion, the work of Costa and Castanhar (2003) was used, where the authors define a list of criteria that can be used in evaluating performance and measuring efficiency in the management of public programs, and call this category of measures of indicators. The results allow us to conclude that formulators and executors of the programs and actions that make up the body of public policies must give equal attention to the execution of actions as to planning, be careful with the expected goals, and with long-term structuring. It is suggested that the Institutional Monitoring Reports, carried out by Seplag-MG, include more indicators that allow us a clearer visualization of the real consequences expected from investments in school infrastructure and other investments. Currently, the indicators are concentrated in five items: satisfactory, critical, underestimated, without an established target and without execution, however, as found in the following research when we cross-referenced the data with that found by the School Census, even in elements with critical performance, growth in the availability of school infrastructure items could still be ascertained to students.