Projeto comunidade de aprendizagem: a experiência sobre o modelo de Gestão Participativa em quatro escolas municipais de São José do Rio Preto/SP
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Data
2019-02-22
Autores
Góes, Elza de Araujo [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
O objetivo do presente trabalho é analisar o papel da gestão escolar em quatro escolas públicas do município de São José do Rio Preto, as quais aderiram à proposta do projeto Comunidade de Aprendizagem, e discutir em que medida as propostas apresentadas por esse projeto poderão contribuir com o processo de gestão democrática nessas escolas. O Projeto Comunidade de Aprendizagem foi criado e desenvolvido pelo Centro Especial de Investigación en Teorías y Prácticas Superadoras de Desigualdades, da Universidade de Barcelona, na Espanha, sendo validado cientificamente pela comunidade europeia por desenvolver ações em países e contextos diferentes. A proposta do projeto Comunidade de Aprendizagem tem como base a ação Comunicativa de Jungen Habermas e a dialogicidade de Paulo Freire, além de outros autores dentro das áreas da psicologia, da sociologia e da pedagogia, entre outros. A proposta apresenta uma organização e um planejamento de atividades educativas de êxito, os quais envolvem a participação de pais, estudantes, professores, funcionários da escola e comunidade. Suas atividades são baseadas nos princípios da Aprendizagem Dialógica, cujas ações são voltadas para a gestão democrática e para a liderança participativa, a qual implica a melhoria da organização do espaço escolar e da aprendizagem dos estudantes, a equidade e a melhoria das relações sociais. Como metodologia de trabalho, realizou-se um levantamento bibliográfico inicial sobre a temática da gestão democrática e, posteriormente, uma análise de documentos oficiais que normatizam a gestão democrática no sistema de ensino das escolas públicas, bem como de registros sobre a experiência vivenciada no acompanhamento da implantação do projeto Comunidade de Aprendizagem nas quatro instituições de ensino que aceitaram desenvolver a proposta. As análises foram realizadas com base em referenciais teóricos que investigam políticas educacionais sobre gestão democrática e na óptica de autores e pesquisadores sobre a proposta de Comunidades de Aprendizagem. Depois dessas análises, foram relacionados os aspectos preponderantes do projeto em cada uma das escolas, e foi discutido o papel do gestor dessas unidades escolares em relação às ações desenvolvidas na proposta do projeto Comunidade de Aprendizagem. Ao final, verificamos que as contribuições da proposta levam a um melhor planejamento e organização dos espaços escolares, como constatado por alguns pesquisadores. Porém, os fatores externos, como a estrutura política do sistema, a descontinuidade de políticas públicas e a falta de participação são condicionantes que dificultam o desenvolvimento do planejamento das ações nas escolas pesquisadas. Ademais, a maior barreira para o desenvolvimento das atividades do projeto é a falta de envolvimento e comprometimento nas ações planejadas, influenciada pela subjetividade dos sujeitos que estão na liderança da gestão escolar.
This work aims at analyzing the role of school management in four public schools of São José do Rio Preto that acceded to the proposal of the project Learning Community, as well as discussing how the proposals presented by that project can contribute to the process of democratic management in that schools. The Project Learning Community was created and developed by the Centro Especial de Investigación en Teorías y Prácticas Superadoras de Desigualdades, of the University of Barcelona, Spain, and was scientifically legitimated by the European Community for developing actions in different countries and contexts. The proposal of the Project Learning Community is based on Jungen Habermas’ concept of communicative action, and on Paulo Freire’s concept of dialogicity, besides other writers of areas like Psychology, Sociology, Pedagogy, among others. The proposal presents an organization and a planning of successful educational activities, involving the participation of parents, students, teachers, school employees and community. Its activities are based on the principles of Dialogical Learning, whose actions are focuses on democratic management and on the participative leadership, which implicates better organization of the school space and enables the improvement of students’ learning, the equity and the improvement of social relationships. As methodology, we made, initially, a bibliographic survey about the thematic of democratic management and, posteriorly, an analysis of official documents that normatize the democratic management in the education system of public schools, as well as registrations about the experience in the monitoring of the implementation of the Project Learning Community in the four schools that acceded to the proposal. The analyzes were carried out based on theoretical references that investigate educational policies on democratic management and from the point of view of authors and researchers on the proposal of Learning Communities. After these analyzes, the preponderant aspects of the project were listed in each of the schools, and the role of the management of these school units in relation to the actions developed in the project of the Learning Community project was discussed. At the end, it was verified that the contributions of this proposal lead to better planning and organization of school spaces, as observed by some researchers. However, the external factors, such as the political structure of the system, the discontinuity of public policies and the lack of participation are constraints that hamper the development of the planning of actions in the schools surveyed. In addition, the greatest barrier to the development of project actions is the lack of involvement and commitment in the planned actions, influenced by the subjectivity of the subjects who are in the leadership of the school management.
This work aims at analyzing the role of school management in four public schools of São José do Rio Preto that acceded to the proposal of the project Learning Community, as well as discussing how the proposals presented by that project can contribute to the process of democratic management in that schools. The Project Learning Community was created and developed by the Centro Especial de Investigación en Teorías y Prácticas Superadoras de Desigualdades, of the University of Barcelona, Spain, and was scientifically legitimated by the European Community for developing actions in different countries and contexts. The proposal of the Project Learning Community is based on Jungen Habermas’ concept of communicative action, and on Paulo Freire’s concept of dialogicity, besides other writers of areas like Psychology, Sociology, Pedagogy, among others. The proposal presents an organization and a planning of successful educational activities, involving the participation of parents, students, teachers, school employees and community. Its activities are based on the principles of Dialogical Learning, whose actions are focuses on democratic management and on the participative leadership, which implicates better organization of the school space and enables the improvement of students’ learning, the equity and the improvement of social relationships. As methodology, we made, initially, a bibliographic survey about the thematic of democratic management and, posteriorly, an analysis of official documents that normatize the democratic management in the education system of public schools, as well as registrations about the experience in the monitoring of the implementation of the Project Learning Community in the four schools that acceded to the proposal. The analyzes were carried out based on theoretical references that investigate educational policies on democratic management and from the point of view of authors and researchers on the proposal of Learning Communities. After these analyzes, the preponderant aspects of the project were listed in each of the schools, and the role of the management of these school units in relation to the actions developed in the project of the Learning Community project was discussed. At the end, it was verified that the contributions of this proposal lead to better planning and organization of school spaces, as observed by some researchers. However, the external factors, such as the political structure of the system, the discontinuity of public policies and the lack of participation are constraints that hamper the development of the planning of actions in the schools surveyed. In addition, the greatest barrier to the development of project actions is the lack of involvement and commitment in the planned actions, influenced by the subjectivity of the subjects who are in the leadership of the school management.
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Palavras-chave
Gestão democrática, Gestor escolar, Comunidade de aprendizagem, Democratic management, Learning community, School manager