Inventário patrimonial e sua contribuição para o desenvolvimento e a qualidade da educação profissional e tecnológica

Abstract

This study aimed to understand how the asset inventory process at the Federal Institute of Education, Science and Technology of Minas Gerais (IFMG) contributes to the development and quality of Professional and Technological Education (EPT). Grounded in a qualitative and applied approach, the research analyzed gaps, challenges, and potentialities of the inventory process in the management of permanent assets, as well as its relationship with the material conditions that support educational activities. The investigation included descriptive documentary analysis of institutional regulations, ordinances, technical manuals, and inventory reports, as well as semi-structured interviews with staff involved in the process. Data analysis was conducted using Bardin’s Content Analysis technique. The results showed that the inventory process goes beyond its administrative dimension, configuring itself as a strategic practice associated with the production of information for planning and decision-making. Its effectiveness was found to depend on institutional consolidation, clarity in the definition of roles, and the strengthening of a culture of shared responsibility. Operational limitations and asymmetries among campuses were also identified, influencing the consistency and quality of the information produced during the inventory process. On the other hand, the findings indicate that, when structured in a continuous and articulated manner, the inventory contributes to the optimization of public resource use, the qualification of pedagogical spaces, and the strengthening of the material conditions of teaching. Its formative dimension was highlighted, as it mobilizes institutional actors and fosters practices aligned with public ethics and transparency. As an outcome, an interactive digital guide with a formative purpose was developed, aimed at raising awareness and expanding understanding of the inventory process. The product sought to strengthen an institutional culture of shared responsibility and contribute to public management aligned with the principles of EPT, such as integral human development, emancipation, and the articulation between education, work, science, and technology.