Abstract:
This work, resulting from a doctoral thesis, aimed to evaluate the results and effects of the Specializa tion Course in School Management of the National Program for Basic Education School Principals Professional Development (PNEGEB), considering the dimensions of the agency that prepares and manages it (Ministry of Education and Pedagogical Inter educational Working Group - GTGP) and the one that implements it (Federal Institution of Higher Education - IFES).The researchers chose the Policy Cycle Approach to serve as theoretical and methodological support. Documentary sources were analyzed and three managers of the policy were interviewed (Brazil GTGP and IFES). The findings are shown by the contexts of influence, text production, practice and results and effects of the pro gram. Regarding the outlook, it leaves an uncertainty as to whether the program is a government initiative and not a state policy. Nevertheless, MEC’s agent highlights the need of the Program’s ex pansion meanwhile the IFES’s agent underscores the necessity of improving the quality of supply and the working conditions of the teaching staff at the university to help the changes in school manage ment gain scale. From the current analysis, it is concluded that subjects interpreted the policy accord ing to the roles they play in different contexts, presenting complementary perspectives and sometimes conflicting, outlining a promising program, but with an uncertain future.
Key words:
National Program for Basic Education School Principals Professional Development; Education Policy Evaluation; Policy cycle approach