The meanings of participation in the Direct Money to Schools Program (PDDE)

fragments of an in-depth evaluation.

Abstract

This article stems from a dissertation defended in the Master's in Public Policy Evaluation at the Federal University of Ceara (MAPP/UFC). It presents fragments of the obtained results and discusses the possibilities and challenges when using heterodox evaluation approaches, different from what is perceived as dominant in the evolving field. The qualitative research aims to understand the institutional meanings of participation in the PDDE through document analysis and in-depth interviews with mid-level bureaucrats from the National Fund for Education Development (FNDE). The findings demonstrate participants' perception of being part of the struggle to maintain the program, which faced resistance. The PDDE successfully established a broad communication network between the Federal Government and basic schools, granting more power to schools in financing, yet the program's management still focuses on the socio-economic dimension, overshadowing its political aspect. Participation remains tied to institutional characteristics, seen as a horizon, although not specifically treated as a priority in the analyzed data.