Gestão democrática no contexto de uma Escola Técnica Estadual Paulista de Educação Profissional: narrativas autobiográficas de uma diretora de escola
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Data
2021-06-07
Autores
Pinto, Monique Dias
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Universidade Estadual Paulista (Unesp)
Resumo
Esse trabalho tem como objetivo analisar, por meio de uma pesquisa autobiográfica, a implementação da gestão democrática, no contexto de implantação curricular de uma nova modalidade de ensino (Novotec - antigo M-Tec), ligada ao Ensino Médio Integrado ao Técnico, em uma escola técnica estadual paulista de educação profissional. A motivação para esse estudo surgiu das inquietações vivenciadas diariamente na escola, no exercício das atribuições da função de diretora escolar, diante das discussões e problematizações propostas pelo Grupo de Pesquisa em Currículo: Estudos, Prática e Avaliação da Unesp. Nesse sentido, a atuação profissional como Diretora de Escola Técnica Estadual, vinculada ao Centro Paula Souza, intensificou a necessidade de escrever, pesquisar, analisar e refletir sobre o processo de implementação da gestão democrática, em uma dada situação escolar. Assim, por meio de uma pesquisa autobiográfica, objetivou-se refletir sobre a efetivação da gestão democrática no contexto de uma Escola Técnica Estadual Paulista de Educação Profissional, em cenário de implantação de currículo (Novotec). Metodologicamente, esse trabalho desenvolveu e apresentou tons narrativos e autobiográficos, tendo a pesquisadora como parte da investigação e integrante do grupo pesquisado e, portanto, autora das reflexões e narrativas sobre as experiências envolvidas no contexto da pesquisa. Como referencial teórico, a pesquisa se baseou sobretudo em Jürgen Habermas (1984; 1989; 1997; 2001; 2002; 2004; 2006 e 2012), com seus constructos teóricos sobre Democracia Deliberativa, Agir Comunicativo, Esfera Pública, Mundo da vida e Sistema. No que tange aos resultados, verificou-se a possibilidade de construção de uma gestão escolar menos burocrática e mais democrática e participativa, a partir da participação e cooperação de todos os envolvidos no processo educativo, com o estabelecimento de mais diálogos e menos assimetria nas interações discursivas. Dessa forma, torna-se possível que as relações interpessoais se consolidem, com base no diálogo e na construção de entendimentos e consensos, e passem a ser naturalmente imprescindíveis para o alcance dos objetivos escolares propostos.
This work aims to analyze, through an autobiographical research, the implementation of a democratic management, in the context of the curricular implantation of a new teaching modality (Novotec - former M-Tec), linked to the Integrated High School to the Technical Course, in a Technical School of Professional Education of São Paulo State. The motivation for this study arose from the concerns experienced daily at school, in the exercise of the attributions of the role of school principal, in the view of the proposed discussions and problematizations by the Research Group on Curriculum: Studies, Practice and Evaluation at Unesp. In this sense, the professional performance as a principal of a State Technical School, linked to the Paula Souza Center, intensified the need to write, research, analyze and reflect on the process of implementing democratic management in a specific school situation. Thus, through an autobiographical research, the aim was to reflect on the effectiveness of democratic management in the context of a State Technical School of Professional Education in São Paulo, in a curriculum implementation scenario (Novotec). Methodologically, this work developed and presented narrative and autobiographical tones, having the researcher as a part of the investigation as well a member of the researched group and, therefore, author of the reflections and narratives about the involved experiences in the research context. As a theoretical referential, the research was mainly based on Jürgen Habermas (1984; 1989; 1997; 2001; 2002; 2004; 2006 and 2012), with his theoretical constructs on Deliberative Democracy, Communicative Action, Public Sphere, World of Life and System. In concerning to the results, it was verified the possibility of building a less bureaucratic, more democratic and participative school management, based on the participation and cooperation of everyone involved in the educational process, with the establishment of more dialogues and less asymmetry in interactions. In this way, it becomes possible for interpersonal relationships to be consolidated, based on dialogue and the construction of understandings and consensus, and naturally become essential for achieving the proposed scholar goals.
This work aims to analyze, through an autobiographical research, the implementation of a democratic management, in the context of the curricular implantation of a new teaching modality (Novotec - former M-Tec), linked to the Integrated High School to the Technical Course, in a Technical School of Professional Education of São Paulo State. The motivation for this study arose from the concerns experienced daily at school, in the exercise of the attributions of the role of school principal, in the view of the proposed discussions and problematizations by the Research Group on Curriculum: Studies, Practice and Evaluation at Unesp. In this sense, the professional performance as a principal of a State Technical School, linked to the Paula Souza Center, intensified the need to write, research, analyze and reflect on the process of implementing democratic management in a specific school situation. Thus, through an autobiographical research, the aim was to reflect on the effectiveness of democratic management in the context of a State Technical School of Professional Education in São Paulo, in a curriculum implementation scenario (Novotec). Methodologically, this work developed and presented narrative and autobiographical tones, having the researcher as a part of the investigation as well a member of the researched group and, therefore, author of the reflections and narratives about the involved experiences in the research context. As a theoretical referential, the research was mainly based on Jürgen Habermas (1984; 1989; 1997; 2001; 2002; 2004; 2006 and 2012), with his theoretical constructs on Deliberative Democracy, Communicative Action, Public Sphere, World of Life and System. In concerning to the results, it was verified the possibility of building a less bureaucratic, more democratic and participative school management, based on the participation and cooperation of everyone involved in the educational process, with the establishment of more dialogues and less asymmetry in interactions. In this way, it becomes possible for interpersonal relationships to be consolidated, based on dialogue and the construction of understandings and consensus, and naturally become essential for achieving the proposed scholar goals.
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Palavras-chave
Centro Paula Souza, Gestão escolar, Autobiografia, Ensino médio técnico profissional., Escola técnica, School management, Autobiography, Professional technical high school, Technical school