School principals as key actors in the implementation of educational policies: perspectives from the Integral Education Program (PEI) in São Paulo State, Brazil

Abstract

The article analyzes the role of school principals in implementing the Integral Education Program (PEI) in São Paulo (Brazil). The primary assumption was that school principals have a fundamental role in implementing educational policies locally, as they are positioned as mediators of the interests of the public education system and the community where they work. Interviews and on-site observation were carried out in four PEI schools in the State of São Paulo. We analyzed the role of school principals in the adherence process of teachers, students, and families to the program. The data demonstrated that school principals’ strong adherence to the policy was decisive for its implementation locally. The principals led the other school actors to vote in favor of the program, acting as sense-makers.