A Questão dos Conselhos Escolares da Escola Pública Brasileira
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Data
2020-03-03
Autores
Silva, Evaldo Eliezer da
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Universidade Estadual Paulista (Unesp)
Resumo
A política educacional é regida por uma série de leis que a sancionam e que a regulamentam, a fim de torná-la exequível. Ela se insere no contexto de política universal, gratuita, não contributiva e compulsória, na questão da educação básica pública, a qual se estrutura em três níveis: educação infantil; fundamental de anos iniciais e anos finais; e ensino médio. Dentro deste âmbito, delineiam-se os Conselhos Escolares, que são órgãos colegiados de fundamental importância para a representatividade dos elementos constituintes da comunidade escolar e local, para que estes possam compartilhar o poder decisório e a corresponsabilidade da escola, por meio da gestão democrática. A perspectiva que traz este modelo de gestão se concentra na possibilidade de congregar os principais elementos que representam o arcabouço da política educacional, desvelando seus direitos, outorgando-lhes vez, voz e voto, com a finalidade de lhes permitir a participação política e social. O que caracteriza a participação política é o dever ético e a necessidade primordial da natureza humana na convivência em dada sociedade. O hábito da participação intensa e constante faz com que haja o impedimento de uma atuação injusta, por parte de alguns, em detrimento de todos. No entanto, acredita-se que os membros colegiados, na sua generalidade, não conhecem as atribuições que lhes são próprias e não exercem a efetiva participação nos Conselhos Escolares, os quais visam a garantia de um processo de melhoria da educação, a qual se propõe à formação de cidadãos, por meio da participação de toda a comunidade escolar e local, recorrendo ao processo político. Deste modo, este trabalho objetivou examinar, a partir de dezoito trabalhos selecionados na Biblioteca Digital Brasileira de Teses e Dissertações (BDTD), por que estes membros, na sua maioria, desconhecem suas atribuições e não as exercem efetivamente nestes Conselhos. Para tanto, fez-se uma pesquisa bibliográfica, cuja análise dos dados se deu por meio dos resultados obtidos em teses e dissertações previamente elencadas. Baseou-se também nas inferências das análises de conteúdo, objetivando a compreensão do processo de produção e recepção destas mensagens. Pela síntese dos resultados obtidos com a pesquisa, pôde-se inferir que a análise dos trabalhos demonstra que a participação nos conselhos não se concretizou, devido à ausência do ethos de participação político-social .
Educational policy is governed by a series of laws that sanction and regulate it, in order to make it enforceable. It is insered in the context of universal, free, non- contributory and compulsory policy, in the issue of public basic education, which is structured on three levels : child education ; primary years and final years ; and high school. Within this scope, the School Councils are outlined, which are collegiate bodies of fundamental importance for the representation of the constituent elements of the school and local community, so they can share the decision-making power and co-responsibility to the school through democratic management. The perspective that this management model brings focuses on the possibility of bringing together the main elements that represent the framework of educational policy, unveiling their rights, giving them time, voice and vote, in order to allow them to participate politically and socially. What characterizes political participation is the ethical duty and the primordial need for human nature to live together in a given society. That habit of intense and constant participation makes it possible for some to act unfairly to the detriment of all. However, it is believed that the collegiate members, in general, do not know their duties and do not exercises effective participation in School Councils, which aim to garantee a process of improving education, which is proposed for the formation of citizens, through the participation of the entire school and local community, using the political process. Thus, this work aimed to examine from eighteen works selected in the Brazilian Digital Library of Theses and Dissertations (BDTD), why these members, for the most part, are unaware of their attributions and do not effectively exercise them in these Councils. To this end, a bibliographic search was made, whose data analysis took place through the results obtained in previously listed theses and dissertations. It was also based on inferences from content analysis, aiming at understanding the process of producing and receiving these messages. By the synthesis of the results obtained with the research, it was possible to infer that the analysis of the works showed that the participation in the councils did not materialize, due to the absence of the ethos of political-social participation.
Educational policy is governed by a series of laws that sanction and regulate it, in order to make it enforceable. It is insered in the context of universal, free, non- contributory and compulsory policy, in the issue of public basic education, which is structured on three levels : child education ; primary years and final years ; and high school. Within this scope, the School Councils are outlined, which are collegiate bodies of fundamental importance for the representation of the constituent elements of the school and local community, so they can share the decision-making power and co-responsibility to the school through democratic management. The perspective that this management model brings focuses on the possibility of bringing together the main elements that represent the framework of educational policy, unveiling their rights, giving them time, voice and vote, in order to allow them to participate politically and socially. What characterizes political participation is the ethical duty and the primordial need for human nature to live together in a given society. That habit of intense and constant participation makes it possible for some to act unfairly to the detriment of all. However, it is believed that the collegiate members, in general, do not know their duties and do not exercises effective participation in School Councils, which aim to garantee a process of improving education, which is proposed for the formation of citizens, through the participation of the entire school and local community, using the political process. Thus, this work aimed to examine from eighteen works selected in the Brazilian Digital Library of Theses and Dissertations (BDTD), why these members, for the most part, are unaware of their attributions and do not effectively exercise them in these Councils. To this end, a bibliographic search was made, whose data analysis took place through the results obtained in previously listed theses and dissertations. It was also based on inferences from content analysis, aiming at understanding the process of producing and receiving these messages. By the synthesis of the results obtained with the research, it was possible to infer that the analysis of the works showed that the participation in the councils did not materialize, due to the absence of the ethos of political-social participation.
Descrição
Palavras-chave
Conselho escolar, Política educacional, Educação básica pública, Gestão democrática, Participação político-social, Educational politics, Public basic education, School council, Democratic managemen, Political-social participation