A inspeção escolar especial em Minas Gerais: análise dos processos de apuração preliminar de denúncias

Abstract

This dissertation was developed within the scope of the Professional Master's Program in Education Management and Evaluation (PPGP) at the Center for Public Policy and Education Evaluation of the Federal University of Juiz de Fora (CAEd/UFJF). The case studied addresses the challenges faced by the School Inspection Service (Serviço de Inspeção Escolar – SIE) of the state of Minas Gerais in conducting preliminary investigations of complaints. Accordingly, this study aimed to answer the following research question: what actions can the Superintendency of Regulation and School Inspection (Superintendência de Regulação e Inspeção Escolar – SRI) adopt to ensure consistency in the preliminary investigation processes carried out by the SIE? The general objective of this study is to analyze the process of preliminary investigation of complaints, the application of corrective or remedial measures, and the prevention of administrative misconduct conducted by the SIE in Minas Gerais, and to propose actions to address the identified problems. The specific objectives are: (i) to describe the procedures currently adopted by the SIE in Minas Gerais for the preliminary investigation of complaints, identifying stages, methods, resources used, and the difficulties encountered throughout the process; (ii) to analyze the structural, normative, operational, and human resource-related challenges faced by the SIE in conducting such investigations; and (iii) to propose standards and protocols to enhance the work of the SIE in the analysis of preliminary investigations and the implementation of preventive, corrective, or remedial measures aimed at addressing administrative misconduct. The study employed a qualitative research approach grounded in case study methodology. Data collection involved two complementary instruments: a structured questionnaire administered to the 47 regional coordinators of the SIE, aimed at identifying practices, perceptions, and difficulties in the preliminary investigation process; and semi-structured interviews conducted with civil servants from the SEE/MG and the State Comptroller General’s Office (OGE/MG), in order to deepen the understanding of institutional workflows and operational bottlenecks affecting the SIE’s performance. The theoretical framework draws on the works of Lemos and Silva (2019) and Barroso and Gomes (1999) regarding knowledge management and the importance of process standardization; Bartz, Turcato, and Baggio (2019) on collaborative governance; and Gatti (2008), Nóvoa (1999) e Arroyo (1999) on continuing professional development. The data analysis revealed structural and procedural weaknesses in the investigative process, including the absence of institutional protocols, gaps in the training of School Inspectors (IE), and communication failures between institutions. The perceptions of the regional coordinators highlighted recurring demands for regulation, continuous training, and clearer definition of responsibilities. The interviews further emphasized the need for coordinated action among the entities involved in handling complaints. As a result, an Educational Action Plan (Plano de Ação Educacional – PAE) was proposed, structured around three interrelated axes: the creation of a standardized protocol for preliminary investigations, the implementation of a continuing education program, and the strengthening of collaborative governance and communication among the relevant sectors.