Gestão educacional pós-municipalização: práticas patrimonialistas, poder e outros desafios na ótica dos gestores

• Autor(a) principal: Oliveira, Beatriz Alves de
• Data de Publicação: 2011
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFSCAR
• Texto Completo: https://repositorio.ufscar.br/handle/ufscar/2606
• topic: Gestão educacional; Relação de poder; Representações sociais; Autonomia; Gestão democrática; Educational Gestion, Power Relations, Social Representations; Autonomy; Democratic Gestion; CIENCIAS HUMANAS::EDUCACAO

This work aims to study the social representations of municipal education, in 7 cities of the southern coastal state of Sao Paulo, from which the goal stands analyze and understand the changes in power relations inside the school, and the relationship with the governing bodies, for the Municipal Education after the process of centralization (1996-2008). It uses the following concepts as categories of analysis: patrimonial domination, legal domination rational bureaucratic autonomy, choice and democratic gestion. The research enabled inventory strategies, as well as the set of concepts used by managers to define their role with the school community and with the secretaries of education, or in order to understand the processes of meaning negotiation, identifying the forces that contribute to maintenance of representations and that suggest possibilities for change. The empirical basis for this study are semi-structured interviews with principals and vice principals enrolled in the Long Island Campus of the course on the "Programa Nacional Escola de Gestores da Educação Básica ". The theoretical framework of this research draws upon the main ideas of Max Weber in relation to issues of power, domination, legítimacy and bureaucracy, the contributions of Cleiton de Oliveira about changes caused by the process of decentralization and the concepts and analysis of Moscovici, Jodelet and Geertz for the understanding of social representations. From these assumptions it appears that although the educational administration has changed its discourse in the quest for greater democracy in school, the power remains in the practices and amalgamated in the hierarchy of the institution and in relations with the higher institutions. Thus, although a new name has taken place, remain the patrimonial and clientelist practices, often guiding the actions, whether imposed or decided "democratically".