Conselho escolar : instrumento de gestão democrática ou autoritarismo velado?
Autor(a) principal: | |
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Data de Publicação: | 2016 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFMT |
Texto Completo: | http://ri.ufmt.br/handle/1/1029 |
Resumo: | The present work is inscribed in the search line Social Movements, Policies and Popular Education of the Program of Post graduation in Education, of the Federal University of Mato Grosso. It has, as analysis object, the school councils of three state schools in the city of Ji- Paraná – Rondônia. This process is circumscribed in the context of the Brazilian State Reform, what it was carried out in the middle of the years of 1990, and the educative reforms resulting from the reconfiguration process of the education to the new market determinations, and the educators’ resistance and popular movements to the effectuation of these propositions. The school councils in Rondônia are still a new reality, however, from the year of 2011, his short history gives us necessary elements for a depth analysis of the lived reality in the investigated schools. Same they still constitute antidemocratic arrangements in the institutions, perpetuating a hierarchical management; even if there the “permission” for the participation, there are no propitiating conditions of this participation, since the State gives to the directors an authoritarian character, from which emanate all the orders in the institution. For that, there are defined as guiding objectives: thinks about the democratic school management prioritized about the education directives, highlighting the legal marks: Federal Constitution of 1988, Law n. 9.394/96 – Law of Directives and Bases of the National Education (LDB), and the Law n. 3.018/2013, from the State of Rondônia, which provides for the democratic management, with purpose of analyzing the paper of the school councils. As for the used methodology, the present study is characterized like a qualitative inquiry, which methodological proposal was developed articulating documentary and empirical inquiry. It was looked that theoretical support in the contributions of Paro (1999, 2000, 2001, 2007, 2008, 2010, 2011, 2012 e 2015), Libâneo (2003, 2013), Gohn (2011, 20013) and Silva (2008), between others. In the data collection was used analyses of the minutes books of the councils, of the pedagogic political projects. We still use the questionnaire applied to the titular counselors of each council. Besides, interviews were still carried out with 5 (five) titular counselors of each council, besides checked the speech of 4 (four) members of the school community (parents, teachers, pupils, employees) of three no council members schools. Through the fulfilled study, it is possible to check that the democratic management of the school is distant from constituting a reality that, effectively, could contribute to alter the relations of power in the school inside, so, even then elections are for provision to the post of school director, as well as legally constituted School Councils, the hierarchy of relations as not altered; the community participation in the education subjects limited itself to opinion or hunches, when consulted, and the acting from the members of the SC served to legitimize the manager action which uses it to ratify the antidemocratic practice within the institutions. The impeditive ones to the full effectuation of SCs can be identified by the managerial and business perspective what the institutions adopt, which deny the political character, so perpetuating clientelistic practices endorsed by the current societal project. We believe that this dissertation can offer subsidies to the discussion with regards to the democratic management in the public state schools in the city of Ji-Paraná, contributing to have a planning of the actions, in the perspective of a bigger knowledge by the school community on the conception of the democratic management principles, autonomy and participation, in order to contribute to the overcoming of the social contradictions that have repercussions on the interior of the schools, with sights to the emancipator process of the student, essentially for the construction of a most human and democratic society. |
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Conselho escolar : instrumento de gestão democrática ou autoritarismo velado?Política educacionalGestão democráticaConselho escolarParticipaçãoEducaçãoCNPQ::CIENCIAS HUMANAS::EDUCACAOEducation politicsDemocratic managementSchool councilParticipationEducationThe present work is inscribed in the search line Social Movements, Policies and Popular Education of the Program of Post graduation in Education, of the Federal University of Mato Grosso. It has, as analysis object, the school councils of three state schools in the city of Ji- Paraná – Rondônia. This process is circumscribed in the context of the Brazilian State Reform, what it was carried out in the middle of the years of 1990, and the educative reforms resulting from the reconfiguration process of the education to the new market determinations, and the educators’ resistance and popular movements to the effectuation of these propositions. The school councils in Rondônia are still a new reality, however, from the year of 2011, his short history gives us necessary elements for a depth analysis of the lived reality in the investigated schools. Same they still constitute antidemocratic arrangements in the institutions, perpetuating a hierarchical management; even if there the “permission” for the participation, there are no propitiating conditions of this participation, since the State gives to the directors an authoritarian character, from which emanate all the orders in the institution. For that, there are defined as guiding objectives: thinks about the democratic school management prioritized about the education directives, highlighting the legal marks: Federal Constitution of 1988, Law n. 9.394/96 – Law of Directives and Bases of the National Education (LDB), and the Law n. 3.018/2013, from the State of Rondônia, which provides for the democratic management, with purpose of analyzing the paper of the school councils. As for the used methodology, the present study is characterized like a qualitative inquiry, which methodological proposal was developed articulating documentary and empirical inquiry. It was looked that theoretical support in the contributions of Paro (1999, 2000, 2001, 2007, 2008, 2010, 2011, 2012 e 2015), Libâneo (2003, 2013), Gohn (2011, 20013) and Silva (2008), between others. In the data collection was used analyses of the minutes books of the councils, of the pedagogic political projects. We still use the questionnaire applied to the titular counselors of each council. Besides, interviews were still carried out with 5 (five) titular counselors of each council, besides checked the speech of 4 (four) members of the school community (parents, teachers, pupils, employees) of three no council members schools. Through the fulfilled study, it is possible to check that the democratic management of the school is distant from constituting a reality that, effectively, could contribute to alter the relations of power in the school inside, so, even then elections are for provision to the post of school director, as well as legally constituted School Councils, the hierarchy of relations as not altered; the community participation in the education subjects limited itself to opinion or hunches, when consulted, and the acting from the members of the SC served to legitimize the manager action which uses it to ratify the antidemocratic practice within the institutions. The impeditive ones to the full effectuation of SCs can be identified by the managerial and business perspective what the institutions adopt, which deny the political character, so perpetuating clientelistic practices endorsed by the current societal project. We believe that this dissertation can offer subsidies to the discussion with regards to the democratic management in the public state schools in the city of Ji-Paraná, contributing to have a planning of the actions, in the perspective of a bigger knowledge by the school community on the conception of the democratic management principles, autonomy and participation, in order to contribute to the overcoming of the social contradictions that have repercussions on the interior of the schools, with sights to the emancipator process of the student, essentially for the construction of a most human and democratic society.O presente trabalho se inscreve na linha de pesquisa Movimentos Sociais, Políticas e Educação Popular do Programa de Pós-Graduação em Educação, da Universidade Federal de Mato Grosso. Tem, como objeto de análise, os conselhos escolares de três escolas estaduais no município de Ji-Paraná – Rondônia. Este processo se circunscreve no âmbito da Reforma do Estado brasileiro, a qual foi realizada em meados dos anos de 1990, e as reformas educativas decorrentes do processo de reconfiguração da educação às novas determinações do mercado, e a resistência de educadores e movimentos populares à efetivação dessas proposições. Os conselhos escolares em Rondônia ainda são uma realidade nova, porém, a partir do ano de 2011 a sua breve história nos dá elementos necessários para uma análise aprofundada da realidade vivida nas escolas pesquisadas. Os mesmos ainda constituem arranjos antidemocráticos nas instituições, perpetuando uma gestão hierarquizada; mesmo que haja a “permissão” para a participação, não há condições propiciadoras dessa participação, pois o Estado confere aos diretores um caráter autoritário, do qual emanam todas as ordens na instituição. Para isso, definem-se como objetivos norteadores: refletir sobre a gestão escolar democrática priorizada nas diretrizes educacionais, destacando-se os marcos legais: Constituição Federal de 1988, Lei no 9.394/96 - Lei de Diretrizes e Bases da Educação Nacional (LDB), e a Lei no 3.018/2013, do Estado de Rondônia, que dispõem sobre a gestão democrática, com o propósito de analisar o papel dos conselhos escolares. Quanto à metodologia utilizada, o presente estudo se caracteriza como uma pesquisa qualitativa, cuja proposta metodológica se desenvolveu articulando pesquisa documental e empírica. Buscou- se aporte teórico nas contribuições de Paro (1999, 2000, 2001, 2007, 2008, 2010, 2011, 2012 e 2015), Libâneo (2003, 2013), Gohn (2011, 20013) e Silva (2008), entre outros. Na coleta de dados utilizou-se de análises dos livros de atas dos conselhos, dos projetos políticos pedagógicos. Ainda utilizamos o questionário aplicado aos conselheiros titulares de cada conselho. Além disso, ainda foram realizadas entrevistas com 5 (cinco) conselheiros titulares de cada conselho, além de conferir a fala de 4 (quatro) membros da comunidade escolar (pais, professores, alunos, funcionários) das três escolas não membros do conselho. Através do estudo realizado, pode-se aferir que a gestão democrática da escola está distante de se constituir uma realidade que, efetivamente, possa contribuir para alterar as relações de poder no interior da escola, pois, mesmo havendo eleições para provimento ao cargo de diretor escolar, bem como Conselhos Escolares constituídos legalmente, não se alterou a hierarquização das relações; a participação da comunidade nos assuntos educacionais se limitou a opinião ou palpites, quando consultada, e a atuação dos membros do CE serviu para legitimar a ação do gestor que o utiliza para referendar a prática antidemocrática no interior das instituições. Os impeditivos à efetivação plena dos CEs podem ser identificados pela perspectiva gerencialista e empresarial que as instituições adotam, as quais negam o caráter político, perpetuando assim práticas clientelistas endossadas pelo projeto societário vigente. Acreditamos que esta dissertação pode oferecer subsídios à discussão que no que tange à gestão democrática nas escolas públicas estaduais no município de Ji-Paraná, contribuindo para que haja uma planificação das ações, na perspectiva de um maior conhecimento por parte da comunidade escolar sobre a concepção dos princípios de gestão democrática, autonomia e participação, a fim de contribuir para a superação das contradições sociais que repercutem no interior das escolas, com vistas ao processo emancipatório do educando, imprescindível para a construção de uma sociedade mais humana e democrática.Universidade Federal de Mato GrossoBrasilInstituto de Educação (IE)UFMT CUC - CuiabáPrograma de Pós-Graduação em EducaçãoSilva, Rose Cléia Ramos dahttp://lattes.cnpq.br/8300391133577556Silva, Rose Cléia Ramos da352.785.951-91http://lattes.cnpq.br/8300391133577556Silva, Maria das Graças Martins da288.933.870-34http://lattes.cnpq.br/9603973471316410352.785.951-91Fernandes, Maria Dilnéia Espíndola250.029.881-72http://lattes.cnpq.br/2450820364900526Soares, Gilson Lopes2019-04-17T16:47:55Z2016-05-302019-04-17T16:47:55Z2016-04-29info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisSOARES, Gilson Lopes. Conselho escolar: instrumento de gestão democrática ou autoritarismo velado?. 2016. 131 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2016.http://ri.ufmt.br/handle/1/1029porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMTinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMT2019-04-18T07:02:18Zoai:localhost:1/1029Repositório InstitucionalPUBhttp://ri.ufmt.br/oai/requestjordanbiblio@gmail.comopendoar:2019-04-18T07:02:18Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT)false |
dc.title.none.fl_str_mv |
Conselho escolar : instrumento de gestão democrática ou autoritarismo velado? |
title |
Conselho escolar : instrumento de gestão democrática ou autoritarismo velado? |
spellingShingle |
Conselho escolar : instrumento de gestão democrática ou autoritarismo velado? Soares, Gilson Lopes Política educacional Gestão democrática Conselho escolar Participação Educação CNPQ::CIENCIAS HUMANAS::EDUCACAO Education politics Democratic management School council Participation Education |
title_short |
Conselho escolar : instrumento de gestão democrática ou autoritarismo velado? |
title_full |
Conselho escolar : instrumento de gestão democrática ou autoritarismo velado? |
title_fullStr |
Conselho escolar : instrumento de gestão democrática ou autoritarismo velado? |
title_full_unstemmed |
Conselho escolar : instrumento de gestão democrática ou autoritarismo velado? |
title_sort |
Conselho escolar : instrumento de gestão democrática ou autoritarismo velado? |
author |
Soares, Gilson Lopes |
author_facet |
Soares, Gilson Lopes |
author_role |
author |
dc.contributor.none.fl_str_mv |
Silva, Rose Cléia Ramos da http://lattes.cnpq.br/8300391133577556 Silva, Rose Cléia Ramos da 352.785.951-91 http://lattes.cnpq.br/8300391133577556 Silva, Maria das Graças Martins da 288.933.870-34 http://lattes.cnpq.br/9603973471316410 352.785.951-91 Fernandes, Maria Dilnéia Espíndola 250.029.881-72 http://lattes.cnpq.br/2450820364900526 |
dc.contributor.author.fl_str_mv |
Soares, Gilson Lopes |
dc.subject.por.fl_str_mv |
Política educacional Gestão democrática Conselho escolar Participação Educação CNPQ::CIENCIAS HUMANAS::EDUCACAO Education politics Democratic management School council Participation Education |
topic |
Política educacional Gestão democrática Conselho escolar Participação Educação CNPQ::CIENCIAS HUMANAS::EDUCACAO Education politics Democratic management School council Participation Education |
description |
The present work is inscribed in the search line Social Movements, Policies and Popular Education of the Program of Post graduation in Education, of the Federal University of Mato Grosso. It has, as analysis object, the school councils of three state schools in the city of Ji- Paraná – Rondônia. This process is circumscribed in the context of the Brazilian State Reform, what it was carried out in the middle of the years of 1990, and the educative reforms resulting from the reconfiguration process of the education to the new market determinations, and the educators’ resistance and popular movements to the effectuation of these propositions. The school councils in Rondônia are still a new reality, however, from the year of 2011, his short history gives us necessary elements for a depth analysis of the lived reality in the investigated schools. Same they still constitute antidemocratic arrangements in the institutions, perpetuating a hierarchical management; even if there the “permission” for the participation, there are no propitiating conditions of this participation, since the State gives to the directors an authoritarian character, from which emanate all the orders in the institution. For that, there are defined as guiding objectives: thinks about the democratic school management prioritized about the education directives, highlighting the legal marks: Federal Constitution of 1988, Law n. 9.394/96 – Law of Directives and Bases of the National Education (LDB), and the Law n. 3.018/2013, from the State of Rondônia, which provides for the democratic management, with purpose of analyzing the paper of the school councils. As for the used methodology, the present study is characterized like a qualitative inquiry, which methodological proposal was developed articulating documentary and empirical inquiry. It was looked that theoretical support in the contributions of Paro (1999, 2000, 2001, 2007, 2008, 2010, 2011, 2012 e 2015), Libâneo (2003, 2013), Gohn (2011, 20013) and Silva (2008), between others. In the data collection was used analyses of the minutes books of the councils, of the pedagogic political projects. We still use the questionnaire applied to the titular counselors of each council. Besides, interviews were still carried out with 5 (five) titular counselors of each council, besides checked the speech of 4 (four) members of the school community (parents, teachers, pupils, employees) of three no council members schools. Through the fulfilled study, it is possible to check that the democratic management of the school is distant from constituting a reality that, effectively, could contribute to alter the relations of power in the school inside, so, even then elections are for provision to the post of school director, as well as legally constituted School Councils, the hierarchy of relations as not altered; the community participation in the education subjects limited itself to opinion or hunches, when consulted, and the acting from the members of the SC served to legitimize the manager action which uses it to ratify the antidemocratic practice within the institutions. The impeditive ones to the full effectuation of SCs can be identified by the managerial and business perspective what the institutions adopt, which deny the political character, so perpetuating clientelistic practices endorsed by the current societal project. We believe that this dissertation can offer subsidies to the discussion with regards to the democratic management in the public state schools in the city of Ji-Paraná, contributing to have a planning of the actions, in the perspective of a bigger knowledge by the school community on the conception of the democratic management principles, autonomy and participation, in order to contribute to the overcoming of the social contradictions that have repercussions on the interior of the schools, with sights to the emancipator process of the student, essentially for the construction of a most human and democratic society. |
publishDate |
2016 |
dc.date.none.fl_str_mv |
2016-05-30 2016-04-29 2019-04-17T16:47:55Z 2019-04-17T16:47:55Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
SOARES, Gilson Lopes. Conselho escolar: instrumento de gestão democrática ou autoritarismo velado?. 2016. 131 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2016. http://ri.ufmt.br/handle/1/1029 |
identifier_str_mv |
SOARES, Gilson Lopes. Conselho escolar: instrumento de gestão democrática ou autoritarismo velado?. 2016. 131 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2016. |
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http://ri.ufmt.br/handle/1/1029 |
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openAccess |
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Universidade Federal de Mato Grosso Brasil Instituto de Educação (IE) UFMT CUC - Cuiabá Programa de Pós-Graduação em Educação |
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Universidade Federal de Mato Grosso Brasil Instituto de Educação (IE) UFMT CUC - Cuiabá Programa de Pós-Graduação em Educação |
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Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT) |
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