Gestão democrática: participação da família em uma Escola Municipal de Educação Básica no interior do Estado de São Paulo
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Data
2016-03-01
Autores
Ishida, Francine Leandra de Melo Rodrigues [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O presente estudo teve como objetivo analisar a participação da família na construção do Projeto Político Pedagógico de uma Escola Municipal de Educação Básica do interior do Estado de São Paulo. Ao final apresenta uma proposta de intervenção que pretende contribuir para que as escolas coloquem em prática ações voltadas ao maior envolvimento da família nas decisões, a fim de implementar a gestão democrática. A coleta de dados foi realizada por meio de entrevistas, ao final de um ano em que a escola realizava ações com vistas à implantação da gestão democrática. Foram realizadas entrevistas com seis professoras, oito mães e com a diretora para analisar a participação destas na gestão da escola. Os dados foram analisados por meio da análise de conteúdo e debatidos com autores e legislação que tratam da gestão democrática. Os dados mostraram uma maior clareza sobre o conceito de gestão democrática, por parte das professoras, apesar de ainda ser um conhecimento superficial. Verifica-se pouca e, algumas vezes, nenhuma clareza por parte da família sobre o tema. A pesquisa indica que as ações que vem sendo realizadas pela escola precisam ser revistas, com ênfase na necessidade de fortalecimento do Conselho Escolar e uma maior participação da família na elaboração, execução e avaliação do Projeto Político Pedagógico, para que se consiga implementar, de fato, a gestão democrática. Espera-se que o presente estudo, juntamente com a proposta de intervenção apresentada, possa contribuir para aperfeiçoar as formas de gestão compartilhada, de forma a inserir, de fato, as famílias nos processos decisórios das instituições escolares.
This study aimed to analyze the participation of the family in the construction of the Pedagogical Political Project of a Municipal School of Basic Education in the state of São Paulo. At the end, the study presents an intervention proposal that aims to help schools put into practice some actions to greater family involvement in decisions in order to implement democratic management. Data collection was performed through interviews at the end of a year in which the school performed actions that aimed the implementation of democratic management. It was made interviews with six teachers, eight mothers and the director of the school, in order to analyze their participation in school management. Data were analyzed using content analysis and discussed with authors and legislation concerning democratic management. The data show greater clarity on the concept of democratic management by the teachers, although it is still superficial. There is little and sometimes no clarity on the part of the family on the subject. The research indicates that the actions that have been carried out by the school need to be reviewed, with emphasis on the need to strengthen the School Board and greater family involvement in the preparation, implementation and evaluation of the Educational Policy Project, so that they can implement, in fact, democratic management. It is expected that this study, along with the presented proposal for intervention, will contribute to improving forms of shared management, in order to insert, in fact, families in decision-making processes in schools.
This study aimed to analyze the participation of the family in the construction of the Pedagogical Political Project of a Municipal School of Basic Education in the state of São Paulo. At the end, the study presents an intervention proposal that aims to help schools put into practice some actions to greater family involvement in decisions in order to implement democratic management. Data collection was performed through interviews at the end of a year in which the school performed actions that aimed the implementation of democratic management. It was made interviews with six teachers, eight mothers and the director of the school, in order to analyze their participation in school management. Data were analyzed using content analysis and discussed with authors and legislation concerning democratic management. The data show greater clarity on the concept of democratic management by the teachers, although it is still superficial. There is little and sometimes no clarity on the part of the family on the subject. The research indicates that the actions that have been carried out by the school need to be reviewed, with emphasis on the need to strengthen the School Board and greater family involvement in the preparation, implementation and evaluation of the Educational Policy Project, so that they can implement, in fact, democratic management. It is expected that this study, along with the presented proposal for intervention, will contribute to improving forms of shared management, in order to insert, in fact, families in decision-making processes in schools.
Descrição
Palavras-chave
Gestão democrática, Participação, Projeto político pedagógico, Intervenção, Democratic management, Participation, Pedagogical political project, Intervention