Gestão democrática na escola pública : o olhar dos educadores da rede pública municipal de Rondonópolis

Abstract

The present research, linked to the Graduate program in education, (PPGEdu/CUR/UFMT) on the training of teachers and Educational public policy, has as object of study the democratic management of the public school, with emphasis on Municipal education. The general objective is to investigate the theoretical understanding of educators on the democratic management of the public school. Specifically, sought to: identify the conceptions of education and understanding of educators about the democratic management; present and discuss the vision of educators about the role of the school director in the dimension of a participative management; check, from the look of the educators, if the PPP building process of occured democratic way; detect whether the training projects have been drawn up together with the collective of teachers in order to contemplate the two basic principles of a democratic management: autonomy and participation. For the achievement of objectives, the approach was adopted. The locus that enabled this study comprises three city schools, having as subject ten educators, which were chosen on the basis of the following criteria: functional situation; longest on municipal public education; interest and willingness to participate in this investigation. The analysis of the data, with the purpose of unveiling the search problem, which is, as educators comprise the democratic management of the public school, was held over the theoretical chapters. In this way, a simultaneous process, the theoretical discussion plus analyses of the data, so that the theory and the analyzed empirically are included in the course of the dissertation. The starting point of this study involves, initially, the theme of quality education in social evolution that contemplates the democratic management and teacher education in vision feireana. The concept of the present paper Education refers to the idea of an instrument which enables social transformation. In turn, the democratic management of the public school is portrayed as a procedural victory that, although in the form of law assured, only materializes through the mechanisms of participation. In this scenario, the teacher training is also seen as a permanent process and results in dialogical relationship between theory and practice. The study points to the need for schools to permanently reflect on some concepts, including education, since education conceptions do not contain in them. Necessary, the understanding of the different ways in which education is conceived as a social practice. Points to the need for the consolidation of mechanisms for participation which, often, are just at the level of discourse. Finally, it was noted the absence of a permanent training policy that contributes significantly to the autonomy and pedagogical work of teachers. It is believed that this study will contribute to the evaluation of public policies so that the ordering of the school be rethought and that the democratic administration is in practice instrument that strengthens democracy with the participation of all.