Clima escolar: estudo de caso em uma escola democrática do estado de São Paulo
Carregando...
Arquivos
Data
2019-03-29
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
A escola, anteriormente compreendida unicamente como um espaço fechado, frio, com adultos autoritários, crianças imóveis em suas carteiras enfileiradas, passou por muitas transformações devido a questões sociais, políticas e econômicas, ampliando dessa forma um leque para múltiplas propostas educacionais existentes hoje. Dentre essas múltiplas propostas, encontramos a proposta da escola democrática, baseada em princípios próprios, voltados à participação de todos e valorização da diversidade entre os agentes desse espaço. Esta pesquisa buscou analisar o clima escolar a partir das percepções dos educadores, aqui compreendidos gestores e professores isso por tratar-se de uma gestão compartilhada, e estudantes de uma escola democrática particular do estado de São Paulo. Para alcançar tal objetivo, foi realizado um estudo de caso, com momentos de observação e encontros com estudantes e educadores, no intuito de avaliar o clima dentro de seis dimensões: as relações com o ensino e com a aprendizagem; as relações sociais e os conflitos na escola; as regras, as sanções e a segurança na escola; as situações de intimidação entre alunos; a família, a escola e a comunidade; a infraestrutura e a rede física da escola. Os resultados demonstraram que as quatro primeiras dimensões foram caracterizadas com clima positivo e as duas últimas com clima intermediário. Em termos quantitativos isso resulta em uma avaliação geral positiva, mas fazendo uma análise qualitativa, os aspectos que foram avaliados como positivos envolvem justamente princípios que para nós norteiam a escola democrática e a escola pesquisada, como a participação ativa de todos, gestão compartilhada, e em especial a maneira como o conhecimento é valorizado e trabalhado. Quanto aos resultados de clima intermediário, voltados às questões da família, devemos reconhecer que uma proposta tão inovadora encontre resistências por parte da sociedade, faz-se necessária uma certa cumplicidade diante da proposta escolar democrática; e aos resultados voltados à infraestrutura da escola, mesmo com as dificuldades reais enfrentadas pela escola, podemos dizer que muito disso é tido como ponto a favor da proposta, em virtude da proximidade gerada entre os agentes da comunidade escolar e equipamentos públicos.
The school, formerly understood only as an enclosed, cold space with authoritarian adults, immobile children in their queued portfolios, underwent many transformations due to social, political and economic issues, thus broadening a range for multiple educational proposals existing today. Among these multiple proposals, we find that of the democratic school, based on its own principles, focused on the participation of all and valuing the diversity among the agents of this space. This research sought to analyze the school climate from the perceptions of the educators, understood here as managers and teachers, because this is a shared management, and students of a private democratic school in the state of São Paulo. To achieve this goal, a case study was carried out, with moments of observation and meetings with students and educators, in order to evaluate the climate within six dimensions: relationships with teaching and learning; social relations and conflicts in school; rules, sanctions and safety at school; situations of bullying among students; the family, the school and the community; the infrastructure and physical network of the school. The results showed that the first four dimensions were characterized with positive climate and the last two with intermediate climate. In quantitative terms, this results in a general positive evaluation, but by making a qualitative analysis, the aspects that were evaluated as positive involve just principles that guide the democratic school and the researched school, such as active participation of all, shared management, and in particular the way knowledge is valued and worked. As for the results of an intermediate climate, focused on family issues, we must recognize that such an innovative proposal finds resistance on the part of society, a certain complicity is necessary in the face of the democratic school proposal; and the results related to the school infrastructure, even with the real difficulties faced by the school, we can say that much of this is taken as a point in favor of the proposal, due to the proximity generated between the agents of the school community and public equipment.
The school, formerly understood only as an enclosed, cold space with authoritarian adults, immobile children in their queued portfolios, underwent many transformations due to social, political and economic issues, thus broadening a range for multiple educational proposals existing today. Among these multiple proposals, we find that of the democratic school, based on its own principles, focused on the participation of all and valuing the diversity among the agents of this space. This research sought to analyze the school climate from the perceptions of the educators, understood here as managers and teachers, because this is a shared management, and students of a private democratic school in the state of São Paulo. To achieve this goal, a case study was carried out, with moments of observation and meetings with students and educators, in order to evaluate the climate within six dimensions: relationships with teaching and learning; social relations and conflicts in school; rules, sanctions and safety at school; situations of bullying among students; the family, the school and the community; the infrastructure and physical network of the school. The results showed that the first four dimensions were characterized with positive climate and the last two with intermediate climate. In quantitative terms, this results in a general positive evaluation, but by making a qualitative analysis, the aspects that were evaluated as positive involve just principles that guide the democratic school and the researched school, such as active participation of all, shared management, and in particular the way knowledge is valued and worked. As for the results of an intermediate climate, focused on family issues, we must recognize that such an innovative proposal finds resistance on the part of society, a certain complicity is necessary in the face of the democratic school proposal; and the results related to the school infrastructure, even with the real difficulties faced by the school, we can say that much of this is taken as a point in favor of the proposal, due to the proximity generated between the agents of the school community and public equipment.
Descrição
Palavras-chave
Escola democrática, Clima escolar, Desenvolvimento moral, Democratic school, School climate, Moral development