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Abstract(s)
Investigámos na escola rural, os entraves e avanços para a implantação da
gestão democrática, conforme as orientações que a Lei de Diretrizes e Bases da
Educação - LDB 9394/96 lhe conferem. Analisámos, a partir das relações
estabelecidas numa escola rural, o que pensam os gestores e os professores
sobre as Diretrizes Estaduais da Educação do Campo, que se constituem como
documento norteador da escolarização pretendida no meio rural. A pesquisa
de cunho qualitativo, com ênfase no estudo de caso analisou as diretrizes
educacionais brasileiras e a legislação estadual, para localizar as orientações
pertinentes à rotina da escola rural. O trabalho empírico se caracterizou pela
observação direta com registros de campo, inquéritos por questionários com
professores e entrevista com a representante da Secretaria Municipal de
Educação (SEMED), para levantar informações sobre a democratização da
escola rural e a participação dos sujeitos escolares no processo de discussão e
elaboração das propostas educativas que se concretizam no interior da escola
rural. Os resultados permitiram constatar que apenas alguns professores que
lecionam na escola, lugar da investigação, conhecem e utilizam as Diretrizes
Estaduais da Educação do Campo como orientação metodológica de ensino;
que um número significativo de professores não participa dos debates
curriculares e muitos deles não sabem diferenciar os pressupostos norteadores
da escola rural. O estudo evidenciou que as condições de trabalho desses
professores são precárias, pois estes convivem com sobrecarga de trabalho,
falta de apoio pedagógico, alta rotatividade e dificuldades de acesso às escolas
além de infraestruturas deficitárias, o que dificulta a fixação do professor no
campo e se vem constituindo como um grande desafio para a gestão estadual.
We investigated in the rural school, the obstacles and advances for the implantation of the democratic management, according to the orientations that the Law of Directives and Bases of the Education - LDB 9394/96 confer to him. We analyzed, from the relationships established in a rural school, what managers and teachers think about the State Guidelines for Field Education, which constitute a guiding document of the intended schooling in rural areas. The qualitative research, with emphasis on the case study, analyzed the Brazilian educational guidelines and the state legislation, to locate the guidelines pertinent to the routine of the rural school. The empirical work was characterized by direct observation with field records, questionnaire surveys with teachers and interviews with the representative of the Municipal Secretariat of Education (SEMED) to gather information on the democratization of the rural school and the participation of school subjects in the discussion process and elaboration of educational proposals that take place inside the rural school. The results showed that only some teachers who teach in the school, place of the investigation, know and use the State Guidelines of the Field Education as methodological orientation of teaching; that a significant number of teachers do not participate in the curricular debates and many of them do not know how to differentiate the guiding presuppositions of the rural school. The study evidenced that the working conditions of these teachers are precarious, since they coexist with work overload, lack of pedagogical support, high turnover and difficulties of access to schools besides deficient infrastructures, which makes it difficult to fix the teacher in the field and has been a major challenge for state management.
We investigated in the rural school, the obstacles and advances for the implantation of the democratic management, according to the orientations that the Law of Directives and Bases of the Education - LDB 9394/96 confer to him. We analyzed, from the relationships established in a rural school, what managers and teachers think about the State Guidelines for Field Education, which constitute a guiding document of the intended schooling in rural areas. The qualitative research, with emphasis on the case study, analyzed the Brazilian educational guidelines and the state legislation, to locate the guidelines pertinent to the routine of the rural school. The empirical work was characterized by direct observation with field records, questionnaire surveys with teachers and interviews with the representative of the Municipal Secretariat of Education (SEMED) to gather information on the democratization of the rural school and the participation of school subjects in the discussion process and elaboration of educational proposals that take place inside the rural school. The results showed that only some teachers who teach in the school, place of the investigation, know and use the State Guidelines of the Field Education as methodological orientation of teaching; that a significant number of teachers do not participate in the curricular debates and many of them do not know how to differentiate the guiding presuppositions of the rural school. The study evidenced that the working conditions of these teachers are precarious, since they coexist with work overload, lack of pedagogical support, high turnover and difficulties of access to schools besides deficient infrastructures, which makes it difficult to fix the teacher in the field and has been a major challenge for state management.
Description
Keywords
Gestão democrática Escola rural Democratic management Rural school
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação