Da autonomia à gestão democrática : o retrato da participação democrática em escolas públicas municipais do ensino fundamental em Teresina - Piauí
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Data
2011
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A gestão participativa se constitui num desafio para a efetivação de uma sociedade democrática para todos os cidadãos. A todos deve ser concedida oportunidade de acesso ao conhecimento, à cultura e a escolas com processos de ensino de qualidade. Assim, o presente trabalho tem como objetivo o estudo dos modos de participação dos agentes da comunidade educativa na gestão democrática em escolas públicas municipais de ensino fundamental na cidade de Teresina – Piauí, por entendermos que a construção e o desenvolvimento da gestão democrático-participativa é um foco de suma importância para introdução de um novo modelo de gestão educacional no Brasil. A realização desta pesquisa utilizou observação, questionário e entrevista em áudio-vídeo para a obtenção dos dados da pesquisa, instrumentos fundamentais nesse processo. Legalmente observou-se que a gestão democrática participativa está amparada pela Constituição Federal de 05/10 de 1988 e pela Lei de Diretrizes e Bases da Educação Nacional (LDB de 20/12 de 1996), no sentido de garantir à instituição de ensino, autonomia, visto que a gestão democrática participativa é algo novo que pode superar as limitações de administração escolar, na busca da participação de todos os segmentos da escola. A base teórica deste trabalho está apoiada nos seguintes autores e leis: Demo (1988), Lopes (1998), Cury (2000), Ferreira (2000), Gárcia (2000), Prado (2000), Dourado e Duarte (2003), Libâneo (2004), Lück (2006), Paro (2008), Constituição Federal (1988), LDB (nº 9.394/96), entre outros. Concluímos que a gestão democrática participativa pode ser geradora de transformações que vão além da legislação e das políticas educacionais, em que gestores, pedagogos, professores e educandos sintam-se livres para realizar projetos para que todos participem democraticamente do processo educativo com igualdade de condições, compartilhando na formação de qualidade da autonomia escolar.
Collective management is a challenge to produce a democratic society for all citizens. Everyone should be granted the opportunity to access knowledge, culture and schools in which quality education is provided. Thus, the present study researches the various manners of participation of agents of the education community in democratic management of municipal primary and secondary public schools in Teresina, Piauí, as it is our understanding that the building and development of democratic management of schools is of key importance for the introduction of new models of education management in Brazil. Research involved observation, questionnaire and interviews, captured in audio and video so as to obtain the data for this study, fundamental instruments in this process. Legally speaking it was possible to detect that democratic management participation is upheld in the Constitution of The Federal Republic of Brazil, dated 5th October, 1988 under the Law of Directives and Bases of National Education (LDB dated 20th. December, 1996), in the sense that it guarantees autonomy to schools, seeing that participant democratic management of schools is something new which may contribute towards overcoming limitations presently felt in school administration, in all of the sectors of a school. The theoretic base for this research can be found in the following scientists and laws: Demo (1988), Lopes (1998), Cury (2000), Ferreira (2000), Gárcia (2000), Prado (2000), Dourado (2003), Libâneo (2004), Lück (2006), Paro (2008), Constituição Federal (1988), LDB (9.394/96), among other possibilities. Participative democratic management may, we defend, generate changes which will go beyond education policies, in which managers, pedagogues, teachers and students feel free to undertake their projects and that they will all democratically participate in the educative process under equal conditions, and partake in the quality of school autonomy.
Collective management is a challenge to produce a democratic society for all citizens. Everyone should be granted the opportunity to access knowledge, culture and schools in which quality education is provided. Thus, the present study researches the various manners of participation of agents of the education community in democratic management of municipal primary and secondary public schools in Teresina, Piauí, as it is our understanding that the building and development of democratic management of schools is of key importance for the introduction of new models of education management in Brazil. Research involved observation, questionnaire and interviews, captured in audio and video so as to obtain the data for this study, fundamental instruments in this process. Legally speaking it was possible to detect that democratic management participation is upheld in the Constitution of The Federal Republic of Brazil, dated 5th October, 1988 under the Law of Directives and Bases of National Education (LDB dated 20th. December, 1996), in the sense that it guarantees autonomy to schools, seeing that participant democratic management of schools is something new which may contribute towards overcoming limitations presently felt in school administration, in all of the sectors of a school. The theoretic base for this research can be found in the following scientists and laws: Demo (1988), Lopes (1998), Cury (2000), Ferreira (2000), Gárcia (2000), Prado (2000), Dourado (2003), Libâneo (2004), Lück (2006), Paro (2008), Constituição Federal (1988), LDB (9.394/96), among other possibilities. Participative democratic management may, we defend, generate changes which will go beyond education policies, in which managers, pedagogues, teachers and students feel free to undertake their projects and that they will all democratically participate in the educative process under equal conditions, and partake in the quality of school autonomy.
Descrição
Orientação: Emmanuel Maria Carlos Borrego Sabino ; co-orientação: Áurea Carmo Adão
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, AUTONOMIA EDUCACIONAL, GESTÃO DEMOCRÁTICA, PARTICIPAÇÃO DEMOCRÁTICA, ESCOLAS PÚBLICAS, ESTUDOS DE CASO, BRASIL, TERESINA, EDUCATION, EDUCATIONAL AUTONOMY, DEMOCRATIC MANAGEMENT, DEMOCRATIC PARTICIPATION, STATE SCHOOLS, CASE STUDIES, BRAZIL, TERESINA