Democratic management conceptions in educational policies of the state Department of Education in Paraná (1990-2010) Paraná: democratic management conceptions

Detalhes bibliográficos
Autor(a) principal: Gasparelo, Rayane Regina Scheidt
Data de Publicação: 2021
Outros Autores: Ganzeli, Pedro
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Acta Scientiarum. Education (Online)
Texto Completo: https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/48756
Resumo: Investigating the democratic management of schools is a complex task, as it involves questioning the extent to which policies, systems and educational institutions were made, or are, democratic, considering different governments and the historical, social, economic and cultural movement of society. In this sense, we searched in the article to discuss a conception for Education management assumed between the years 1990 and 2010 in educational policies by the State Secretary of Education (SEED) in Paraná. Therefore, the study is based on the analysis of bibliographic and documental references relevant to the theme. Pointing the historic route of political constitution on democratic management frame in different moments of federal and state government, a   field of disputes is noticed out, in which governing is synonymous with interests and momentary conveniences of specific groups that cover minority parcels of the population, not advancing in the formulation of a policy of democratic management for the State. It concludes that in political guidelines regarding the schools’ participation and autonomy, the predominance is for managing and financial aspects. According to Lima (2011), for education, the perspective that is inscribed in economic rationality is based on the terms autonomy, decentralization and participation stripped of political meaning; that is, as technical-rational instruments. Participation means integration, collaboration and a strategy to reduce institutional conflicts, promoting cohesion and consent. Autonomy and decentralization are restricted to the functional and operational articulation between the central level and the local and institutional levels of school education. It intends to establish an organizational culture of strategic management, in which educational agents assume responsibility for the results, releasing the government from guaranteeing the necessary conditions for the realization of the right to education.
id UEM-12_3b4dc0103515b66986acc9c13f0ad31d
oai_identifier_str oai:periodicos.uem.br/ojs:article/48756
network_acronym_str UEM-12
network_name_str Acta Scientiarum. Education (Online)
repository_id_str
spelling Democratic management conceptions in educational policies of the state Department of Education in Paraná (1990-2010) Paraná: democratic management conceptionsConcepciones de gestión democrática en las políticas educacionales del Departamento de Educación del estado de Paraná (1990-2010) paraná: concepciones de gestión democráticaConcepções de gestão democrática nas políticas educacionais da Secretaria Estadual de Educação do Paraná (1990 a 2010) Educational politics; education management; democracy; managerialism.política educativa; gestión de la educación; democracia; gerencialismo.política educacional; gestão da educação; democracia; gerencialismo.Investigating the democratic management of schools is a complex task, as it involves questioning the extent to which policies, systems and educational institutions were made, or are, democratic, considering different governments and the historical, social, economic and cultural movement of society. In this sense, we searched in the article to discuss a conception for Education management assumed between the years 1990 and 2010 in educational policies by the State Secretary of Education (SEED) in Paraná. Therefore, the study is based on the analysis of bibliographic and documental references relevant to the theme. Pointing the historic route of political constitution on democratic management frame in different moments of federal and state government, a   field of disputes is noticed out, in which governing is synonymous with interests and momentary conveniences of specific groups that cover minority parcels of the population, not advancing in the formulation of a policy of democratic management for the State. It concludes that in political guidelines regarding the schools’ participation and autonomy, the predominance is for managing and financial aspects. According to Lima (2011), for education, the perspective that is inscribed in economic rationality is based on the terms autonomy, decentralization and participation stripped of political meaning; that is, as technical-rational instruments. Participation means integration, collaboration and a strategy to reduce institutional conflicts, promoting cohesion and consent. Autonomy and decentralization are restricted to the functional and operational articulation between the central level and the local and institutional levels of school education. It intends to establish an organizational culture of strategic management, in which educational agents assume responsibility for the results, releasing the government from guaranteeing the necessary conditions for the realization of the right to education.Investigar la gestión democrática de las escuelas es una tarea compleja, ya que implica cuestionar hasta qué punto las políticas, los sistemas y las instituciones educativas fueron o son democráticos, considerando los diferentes gobiernos y el movimiento histórico, social, económico y cultural de la sociedad. En este sentido, buscamos en el artículo discute la concepción de gestión de la Educación tomada en los años de 1990 hasta 2010, en las políticas educativo de la Secretaria Estadual de Educación (SEED) en Paraná. Por lo tanto, el estudio se basa en el análisis de referencial bibliográfico y documental pertinente la temática. Apuntando la ruta histórica de constitución política acerca del cuadro de la gestión democrática en diferentes momentos de gobiernos federales y estaduales, se percibe un campo de disputas en que gobernar es sinónimo de intereses y conveniencias momentáneas de grupos específicos que abarcan parcelas minoritarias de la población, no avanzando en la formulación de una política de gestión democrática para el Estado. Concluye que, en orientaciones políticas referentes a participación y autonomía de las unidades escolares, hay predominancia de los aspectos administrativo y financiero. Según Lima (2011), para la educación, la perspectiva que se inscribe en la racionalidad económica se fundamenta en los términos autonomía, descentralización y participación despojada de sentido político; es decir, como instrumentos técnico-racionales. Participación significa integración, colaboración y una estrategia para reducir los conflictos institucionales, promoviendo la cohesión y el consentimiento. La autonomía y la descentralización se restringen a la articulación funcional y operativa entre el nivel central y los niveles local e institucional de la educación escolar. Se busca establecer una cultura organizacional de gestión estratégica, en la que los agentes educativos asuman la responsabilidad de los resultados, liberando al gobierno de garantizar las condiciones necesarias para la realización del derecho a la educación.Investigar a gestão democrática das escolas é uma tarefa complexa, pois remete problematizar até que ponto as políticas, os sistemas e as instituições de ensino se fizeram, ou fazem, democráticas, considerando diferentes governos e o movimento histórico, social, econômico e cultural da sociedade. Nesse sentido, buscamos no artigo discutir a concepção de gestão da Educação assumida, nos anos de 1990 a 2010, nas políticas educacionais da Secretaria Estadual de Educação (SEED) no Paraná. Portanto, o estudo fundamenta-se na análise de referencial bibliográfico e documental pertinente à temática. Apontando o percurso histórico de constituição política em torno do quadro da gestão democrática em diferentes momentos de governos federais e estaduais, percebe-se um campo de disputas, no qual governar é sinônimo de interesses e conveniências momentâneas de grupos específicos que abarcam parcelas minoritárias da população, não avançando na formulação de uma política de gestão democrática para o Estado. Conclui que, em orientações políticas referentes à participação e autonomia das unidades escolares, há predominância dos aspectos administrativo e financeiro. De acordo com Lima (2011), para a educação, a perspectiva que se inscreve na racionalidade econômica fundamenta os termos autonomia, descentralização e participação despojados de sentido político; ou seja, como instrumentos técnico-racionais. Participação significa integração, colaboração e estratégia para reduzir conflitos institucionais, promovendo coesão e consentimentos. Autonomia e descentralização restringem-se à articulação funcional e operacional entre o nível central e os níveis local e institucional da educação escolar. Intenciona estabelecer uma cultura organizacional de gestão estratégica, na qual os agentes educativos assumem a responsabilidade pelos resultados, desobrigando o poder público da garantia das condições necessárias para que se efetive o direito à educação.Universidade Estadual de Maringá2021-08-27info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/4875610.4025/actascieduc.v43i1.48756Acta Scientiarum. Education; Vol 43 (2021): Publicação contínua; e48756Acta Scientiarum. Education; v. 43 (2021): Publicação contínua; e487562178-52012178-5198reponame:Acta Scientiarum. Education (Online)instname:Universidade Estadual de Maringá (UEM)instacron:UEMporenghttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/48756/751375152609https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/48756/751375152732Copyright (c) 2021 Acta Scientiarum. Educationhttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessGasparelo, Rayane Regina Scheidt Ganzeli, Pedro2021-09-21T13:26:13Zoai:periodicos.uem.br/ojs:article/48756Revistahttp://www.periodicos.uem.br/ojs/index.php/ActaSciEduc/indexPUBhttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/oaiactaeduc@uem.br||2178-52012178-5198opendoar:2021-09-21T13:26:13Acta Scientiarum. Education (Online) - Universidade Estadual de Maringá (UEM)false
dc.title.none.fl_str_mv Democratic management conceptions in educational policies of the state Department of Education in Paraná (1990-2010) Paraná: democratic management conceptions
Concepciones de gestión democrática en las políticas educacionales del Departamento de Educación del estado de Paraná (1990-2010) paraná: concepciones de gestión democrática
Concepções de gestão democrática nas políticas educacionais da Secretaria Estadual de Educação do Paraná (1990 a 2010)
title Democratic management conceptions in educational policies of the state Department of Education in Paraná (1990-2010) Paraná: democratic management conceptions
spellingShingle Democratic management conceptions in educational policies of the state Department of Education in Paraná (1990-2010) Paraná: democratic management conceptions
Gasparelo, Rayane Regina Scheidt
Educational politics; education management; democracy; managerialism.
política educativa; gestión de la educación; democracia; gerencialismo.
política educacional; gestão da educação; democracia; gerencialismo.
title_short Democratic management conceptions in educational policies of the state Department of Education in Paraná (1990-2010) Paraná: democratic management conceptions
title_full Democratic management conceptions in educational policies of the state Department of Education in Paraná (1990-2010) Paraná: democratic management conceptions
title_fullStr Democratic management conceptions in educational policies of the state Department of Education in Paraná (1990-2010) Paraná: democratic management conceptions
title_full_unstemmed Democratic management conceptions in educational policies of the state Department of Education in Paraná (1990-2010) Paraná: democratic management conceptions
title_sort Democratic management conceptions in educational policies of the state Department of Education in Paraná (1990-2010) Paraná: democratic management conceptions
author Gasparelo, Rayane Regina Scheidt
author_facet Gasparelo, Rayane Regina Scheidt
Ganzeli, Pedro
author_role author
author2 Ganzeli, Pedro
author2_role author
dc.contributor.author.fl_str_mv Gasparelo, Rayane Regina Scheidt
Ganzeli, Pedro
dc.subject.por.fl_str_mv Educational politics; education management; democracy; managerialism.
política educativa; gestión de la educación; democracia; gerencialismo.
política educacional; gestão da educação; democracia; gerencialismo.
topic Educational politics; education management; democracy; managerialism.
política educativa; gestión de la educación; democracia; gerencialismo.
política educacional; gestão da educação; democracia; gerencialismo.
description Investigating the democratic management of schools is a complex task, as it involves questioning the extent to which policies, systems and educational institutions were made, or are, democratic, considering different governments and the historical, social, economic and cultural movement of society. In this sense, we searched in the article to discuss a conception for Education management assumed between the years 1990 and 2010 in educational policies by the State Secretary of Education (SEED) in Paraná. Therefore, the study is based on the analysis of bibliographic and documental references relevant to the theme. Pointing the historic route of political constitution on democratic management frame in different moments of federal and state government, a   field of disputes is noticed out, in which governing is synonymous with interests and momentary conveniences of specific groups that cover minority parcels of the population, not advancing in the formulation of a policy of democratic management for the State. It concludes that in political guidelines regarding the schools’ participation and autonomy, the predominance is for managing and financial aspects. According to Lima (2011), for education, the perspective that is inscribed in economic rationality is based on the terms autonomy, decentralization and participation stripped of political meaning; that is, as technical-rational instruments. Participation means integration, collaboration and a strategy to reduce institutional conflicts, promoting cohesion and consent. Autonomy and decentralization are restricted to the functional and operational articulation between the central level and the local and institutional levels of school education. It intends to establish an organizational culture of strategic management, in which educational agents assume responsibility for the results, releasing the government from guaranteeing the necessary conditions for the realization of the right to education.
publishDate 2021
dc.date.none.fl_str_mv 2021-08-27
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/48756
10.4025/actascieduc.v43i1.48756
url https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/48756
identifier_str_mv 10.4025/actascieduc.v43i1.48756
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/48756/751375152609
https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/48756/751375152732
dc.rights.driver.fl_str_mv Copyright (c) 2021 Acta Scientiarum. Education
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Acta Scientiarum. Education
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Universidade Estadual de Maringá
publisher.none.fl_str_mv Universidade Estadual de Maringá
dc.source.none.fl_str_mv Acta Scientiarum. Education; Vol 43 (2021): Publicação contínua; e48756
Acta Scientiarum. Education; v. 43 (2021): Publicação contínua; e48756
2178-5201
2178-5198
reponame:Acta Scientiarum. Education (Online)
instname:Universidade Estadual de Maringá (UEM)
instacron:UEM
instname_str Universidade Estadual de Maringá (UEM)
instacron_str UEM
institution UEM
reponame_str Acta Scientiarum. Education (Online)
collection Acta Scientiarum. Education (Online)
repository.name.fl_str_mv Acta Scientiarum. Education (Online) - Universidade Estadual de Maringá (UEM)
repository.mail.fl_str_mv actaeduc@uem.br||
_version_ 1754842070351085568

Registros relacionados