“Liberdade, onde estás? Quem te demora?” : é democrática a gestão escolar para os/as alunos/as?
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2024
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University of Lusophone Humanities and Technology
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A participação democrática dos/as alunos/as na governação das escolas está prevista desde a Constituição da República Portuguesa (1976) pela participação nos órgãos colegais de gestão das escolas, que perdura até hoje na representação dos/as alunos/as, com direito de voto, no Conselho Geral (DL 75/2008), ouvidos no Conselho Pedagógico e através da Associação de Estudantes. Não obstante, persistem tempos paradoxais e lógicas contraditórias nas escolas, entre discursos neoliberais, elitistas e individualistas; e outras práticas e experiências participadas, com autonomia e liberdade (Apple & Beane, 2000; Biesta, 2016; Sant, 2019). Deste enquadramento questionamos se “É democrática a gestão escolar para os/as alunos/as?” e procuramos na voz dos/as alunos/as identificar e compreender experiências de autonomia e práticas democráticas na tomada de decisão sobre a gestão das escolas. A partir de um recorte parcial do estudo em curso e das respostas a um inquérito por questionário dos/as alunos/as do ensino secundário, percebe-se que estes/as reconhecem espaços para participarem, serem ouvidos e tomarem decisões, nos órgãos de gestão (conselho geral, conselho pedagógico e reunindo com o diretor), mas valorizam mais outros espaços de participação direta, através dos delegados e no grupo-turma. Há novos desafios para os/as alunos/as na gestão democrática, que resultam da centralidade de poderes no órgão de gestão unipessoal e pela exacerbada pressão e exigência nos resultados escolares.
The democratic participation of students in school governance has been provided for since the Constitution of the Portuguese Republic (1976) through participation in collegiate school management bodies, which continues to this day in the representation of students, with voting rights on the General Council (DL75/2008), heard by the Pedagogical Council and through the Students' Association. Nevertheless, paradoxical times and contradictory logics persist in schools, between neoliberal, elitist and individualistic discourses and other participatory practices and experiences with autonomy and freedom (Apple & Beane, 2000; Biesta, 2016; Sant, 2019). Within this framework, we asked ourselves "is school management democratic for students?" and sought to identify and understand experiences of autonomy and democratic practices in decision-making about school management in the voice of students. From a partial screenshot of the current study and the reponses to a questionnaire survey of secondary school students, we can see that they recognise spaces to participate, be heard and make decisions in management bodies (general council, pedagogical council and meeting with the headmaster). Still, they value other spaces for direct management, which result from the centralisation of powers in the one-man management body and the exacerbated pressure and demands of school results.
The democratic participation of students in school governance has been provided for since the Constitution of the Portuguese Republic (1976) through participation in collegiate school management bodies, which continues to this day in the representation of students, with voting rights on the General Council (DL75/2008), heard by the Pedagogical Council and through the Students' Association. Nevertheless, paradoxical times and contradictory logics persist in schools, between neoliberal, elitist and individualistic discourses and other participatory practices and experiences with autonomy and freedom (Apple & Beane, 2000; Biesta, 2016; Sant, 2019). Within this framework, we asked ourselves "is school management democratic for students?" and sought to identify and understand experiences of autonomy and democratic practices in decision-making about school management in the voice of students. From a partial screenshot of the current study and the reponses to a questionnaire survey of secondary school students, we can see that they recognise spaces to participate, be heard and make decisions in management bodies (general council, pedagogical council and meeting with the headmaster). Still, they value other spaces for direct management, which result from the centralisation of powers in the one-man management body and the exacerbated pressure and demands of school results.
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EDUCATION, EDUCATIONAL POLICY, DEMOCRATIC MANAGEMENT, EDUCATIONAL AUTONOMY, DEMOCRATIC PARTICIPATION, EDUCAÇÃO, POLÍTICA EDUCATIVA, GESTÃO DEMOCRÁTICA, AUTONOMIA EDUCACIONAL, PARTICIPAÇÃO DEMOCRÁTICA, Revista Lusófona de Educação nr63 (2024)
Citação
Sousa, I & Ferreira, E 2024, '“Liberdade, onde estás? Quem te demora?” : é democrática a gestão escolar para os/as alunos/as?', Revista Lusófona de Educação, vol. 63, no. 63, pp. 167-186. https://doi.org/10.60543/issn.1645-7250.rle63.11