O trabalho objetiva conhecer o investimento de recursos pela União, considerado assistência financeira nos Planos de Ações Articuladas, dos períodos 2007-2010 e 2011-2015, concernentes à infraestrutura física e recursos pedagógicos da rede estadual de ensino do RN, na perspectiva do regime de colaboração. Tomou-se como referências, normas e documentos legais, bem como dados quantitativos financeiros extraídos de sites oficiais. Considerou-se o recebimento de uma quantia razoável de recursos, apresentados em forma de programados, empenhados e executados, via convênios e termos de compromissos. Porém, com as limitações burocráticas e legais, em nível da SEEC/RN e do MEC, ocorreram prejuízos no andamento das obras escolares, sendo 6 concluídas, 14 em execução e as demais correspondentes a 36 estão paralisadas, 2 canceladas e 2 em fase de contratação.
The present study aimed to analyze the investment of resources by the Union as a financial aid to the Joint Action Plan, from 2007 to 2010 and from 2011 to 2015, with regard to the infrastructure of the schools and the pedagogical resources of the state schools from Rio Grande do Norte - RN, according to this system of collaboration. As reference, legal regulations and financial data from the official sites were analyzed. It was considered a receipt of a reasonable amount of resources, as scheduled committed and executed payments, by agreements and terms of commitment. Although, due to the bureaucratic and legal restrictions, in relation to the SEEC/RN and the MEC, there were losses in the progress of the works in schools, six of which were concluded, fourteen are in execution, thirty six are paralysed, two were canceled and two are in the contracting phase.
Le travail a l’objectif de connaître l’envestissement de budget par l’État brésilien, vu en tant qu’aide financière dans les Projets d’Actions Articulées, pendant les périodes 2007-2010 et 2011-2015, concernant les infrastructures physiques et les ressources pédagogiques du réseau d’enseignement de l’État du RN, dans la perspective du régime de collaboration. On a pris, en tant que références, des normes et des documents légaux, ainsi que des données quantitatives financières issus de site officiels. On a considéré la perception d’une somme raisonnable de ressources, présentée sous forme de programmés, engagés et exécutés, par le biais de conventions et d’accords assumés. Cependant, vu les limitations bureaucratiques et légales au niveau de la SEEC/RN et du MEC, on a constaté des pertes au cours des travaux dans les écoles, étant 6 conclus, 14 en chantier et 36 se trouvant paralysés, 2 annulés et 2 en phase d’engagement.
