Do discurso à realidade da gestão democrática: um estudo sobre a participação da comunidade escolar em uma escola pública do interior de São Paulo
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Data
2017-03-15
Autores
Falleiros, Simone Regina de Oliveira Nascimento [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O presente trabalho propõe uma análise sobre a importância e legitimidade do Colegiado Escolar, e de como tem se manifestado suas vozes no processo de discussão coletiva dentro de uma escola pública paulista. Como objetivo busca-se analisar a atuação de um Conselho de Escola em uma cidade do interior de São Paulo, juntamente com a participação da comunidade escolar interna e externa nas tomadas de decisões e ações que possibilitem mudanças na escola diante dos desafios postos à prática da gestão democrática. O Conselho de Classe, Grêmio Estudantil e Associação de Pais e Mestres são instâncias importantes e inter-relacionadas nas escolas, por essa razão interessa-nos discutir como acontece, de fato, essa articulação junto à gestão, na busca de uma escola de melhor qualidade para todos e efetivamente democrática. Trata-se de uma pesquisa de abordagem qualitativa, com aplicação de questionário misto junto à comunidade escolar, atuante no período de 2013/2015. Os dados coletados foram analisados de forma qualitativa e os resultados demonstram que existe uma distância entre a proposta fundamentada pela gestão democrática e participativa, e a prática dos integrantes da comunidade escolar, evidenciando que as vozes dos diferentes atores que habitam o interior da escola pública do Estado de São Paulo, vem se firmando vagarosamente, mas para garantir um real espaço de autonomia é necessário que a gestão da escola firme diretrizes e estratégias de fato democráticas. Esse processo passa inevitavelmente pela participação social e o fortalecimento dos Conselhos Escolares, desse modo, faz-se necessário a busca pela implantação de uma cultura de gestão escolar mais participativa, consequentemente mais democrática, com vistas à melhoria da aprendizagem das crianças.
This study presents an analysis on the importance and legitimacy of the School Board, and on how their voices have been manifested in the collective discussion processes within a São Paulo state public school. The main goal is to evaluate how the School Board acts in a city locate inland of São Paulo stated associated with the participation of the internal and external scholar community on decision-making and actions that enable changes on the school to cope with the challenges posed to the democratic management. The Classroom Board, the Student Guild and the Parents’ and Professors’ Association are important inter-dependent actors in schools, therefore it is our interest to discuss how this relationship with the management really occurs aiming e higher quality school for everybody and effectively democratic. This survey relies in qualitative a qualitative approach, with the submission of a mixed questionnaire to the scholar community acting in the time comprised from 2013 and 2015. Collected data had been analyzed qualitatively, allowing verifying the role of the School Board and its relevance for the effective management to cope with education democratization. Results demonstrated that there is a gap among the proposal based on the democratic management and the practice of the scholar community participants. These results make it also clear that the voices of the different actors within a public school located within the interior of São Paulo State, have been slowly evolving, however, to grant a relevant and autonomous role it will be necessary that the school management stablish clear directives and strategies indeed democratic. This process inevitably depends on the social participation and on the strengthening of the School Boards. It is therefore mandatory to disseminate a legitimate culture of more democratic management, more participatory and directed to achieve results that are more positive.
This study presents an analysis on the importance and legitimacy of the School Board, and on how their voices have been manifested in the collective discussion processes within a São Paulo state public school. The main goal is to evaluate how the School Board acts in a city locate inland of São Paulo stated associated with the participation of the internal and external scholar community on decision-making and actions that enable changes on the school to cope with the challenges posed to the democratic management. The Classroom Board, the Student Guild and the Parents’ and Professors’ Association are important inter-dependent actors in schools, therefore it is our interest to discuss how this relationship with the management really occurs aiming e higher quality school for everybody and effectively democratic. This survey relies in qualitative a qualitative approach, with the submission of a mixed questionnaire to the scholar community acting in the time comprised from 2013 and 2015. Collected data had been analyzed qualitatively, allowing verifying the role of the School Board and its relevance for the effective management to cope with education democratization. Results demonstrated that there is a gap among the proposal based on the democratic management and the practice of the scholar community participants. These results make it also clear that the voices of the different actors within a public school located within the interior of São Paulo State, have been slowly evolving, however, to grant a relevant and autonomous role it will be necessary that the school management stablish clear directives and strategies indeed democratic. This process inevitably depends on the social participation and on the strengthening of the School Boards. It is therefore mandatory to disseminate a legitimate culture of more democratic management, more participatory and directed to achieve results that are more positive.
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Palavras-chave
Gestão escolar, Gestão democrática, Gestão compartilhada, Autonomia da escola, Colegiado escolar