O colegiado escolar no contexto das políticas educacionais de Minas Gerais

• Autor(a) principal: Nascimento, Maria Marta Chaves
• Data de Publicação: 2004
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFU
• Texto Completo: https://repositorio.ufu.br/handle/123456789/27214; http://dx.doi.org/10.14393/ufu.di.2004.35
• topic: Políticas públicas; Reforma educacional; Ação Colegiada; Public policies; Educational reform; School boarding administration; CNPQ::CIENCIAS HUMANAS::EDUCACAO

The objective of this research is to understand the thematic of the school boarding administration in the State of Minas Gerais in the 1990s conceming to its institutional dimension. The study highlights the categories participation and autonomy which were empirically identified and recurrent in rhetoric and practice in the context of the State Public Policies. The continuities and historical ruptures among different political-administrative moments, as well as the perceptions of the involved individuais were evidenced. For that the tendencies of the conservative/traditional, democratic and managerial administration were considered as well as the tension between the principies and the school boarding practice, within the range of the institutor (mens as political agents) and the institutive power (state rules). The rhetoric and the actions of the school boarding administration were also analyzed in order to provide an understanding of the relationship between the State and the Educational School System if by means of the public policies or the educational reform in Minas Gerais. The theoretical analysis on the educational reform in general and the categories participation and autonomy were based on the studies of Thomas Popkewitz, Gimeno Sacristan, Licínio Lima, João Barroso, Vitor Paro; the studies of Mara Marques, Lúcia Teixeira and Marcelo Silva among others fumished subsides on the public policies in Minas Gerais. The analysis used the documents of the Programas de Capacitação de Dirigentes Escolares implemented in Minas Gerais - PROCAD (1997) and PROCAD - Escola Sagarana (2000), aiming at verifying how they express the intemational, national and state guidelines on the school boarding practices, articulating them to the context of the school institutions. The field work was carried out with semi-structured interviews with a group of subjects which were the school board members - directors, students' parents and teachers - to identify their perceptions or rationalities concerning the school boarding practice. Despite the specifícations of the formative programs and the perceptions of the different school segments in terms of continuity we argue that the conditions for an effective democracy ruled by autonomy and participation are an ideal to become true. The central issue itself is not related to the existence of institutional channels which look for that accomplishment, as it is the case of the school boards, but the attempt to overcome the historical tendency of a conservative / traditional administration ruled by relations based on the will, the ruling, and the fragile participation in a context of a patrimonial State which is contrary to its policy.