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This paper discusses how the practices inherent to the “Integrated School Management Model” (GIDE) that was implemented in the public schools of Rio de Janeiro have become part of the routine of school organization, that is, to what extent they were institutionalized or not. The process of institutionalization, characterized by having at least three phases, habitualization, objectification and sedimentation (TOLBERT and ZUCKER, 1999), was analyzed from the perspective of the teachers. A survey was conducted with teachers from the State Education System, using Survey Monkey. The confidence level adopted was 92% and, based on the study universe of 54.000 teachers, there was a need to reach at least 156 respondents. A total of 189 responses were obtained. The results indicate that the implementation of GIDE organized and standardized administrative routines that allowed the larger organization of the state educational system. These administrative practices were consolidated. However, the pedagogical practices of teachers in the classroom were not changed, that is, the changes suggested by GIDE were not extensible in the classroom. There was only change, in fact, in administrative processes. This was one of the main findings of this research: in the space destined to the exercise of the professional bureaucracy did not occur significant changes. One of the main characteristics of this type of structure is the individual autonomy that allows great freedom of control of the own work by the professional, as in the case of teachers in the classroom (CLABAUGH and ROZYCKI, 1990; BIDWELL, 2001; MINTZBERG, 2003).

Institucionalização do Modelo da Gestão Integrada da Escola na Rede Estadual de Ensino do Rio de Janeiro