Um ambiente democrático e colaborativo para promoção do engajamento civil e do controle social da educação pública

Abstract

Context: Tools for social control have been used by several governments as a way to promote civil engagement, transparency and the fight against corruption. Aiming at these benefits, Duca, a social control platform in the school environment, enabled a direct manifestation channel between the community, school management and the inspection bodies of the State of Sergipe. However, like most of the tools in this scenario, Duca did not provide efficient collaborative resources that would allow continuous interaction between those involved. Objective: This work had as general objective the conception and qualitative evaluation of a collaborative environment that integrates a Social Control of Public Education application, Duca, enabling transparency and feedback of the actions taken by Organs management and regulating bodies of Education. Method: The work followed the action research method, to develop and evaluate the platform. In the first cycle, a Quasi-Systematic Literature Review was carried out to identify approaches with proposals similar to Duca and to develop the collaborative module. In the second and third cycles, rounds of evaluation of the platform were carried out with participants from the community, school management and members of Organs tax agencies. Results: For the state of the art, three social control tools that belong to the educational context were identified, they are: MyUniversity, “Universidade Conectada” and Liberopinion. In addition, the Review highlighted a gap: none of the tools identified had a target audience of children or adolescents. With the cyclic evaluations of the action research, in which a total of 49 people participated, including members of the community and school management (42), and regulatory bodies (7), it was possible to confirm the effectiveness of the platform from the collaborative aspect. The Duca was considered adequate by 48 of the 49 participants. Conclusion: After analyzing the state of the art, it became evident that Duca fits into the proposals for features and strategies advocated by the literature for social control tools in education. With the evaluation by the community, management and supervisory bodies, it could be seen that Duca is aligned with the fundamental collaborative aspects: political, technical and social.