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Abstract(s)
Analisa-se a gestão democrática num coletivo de escolas localizadas no município de Paço do Lumiar-Maranhão, em conformidade com o que preceitua a LDB 9394/96 quando orientar que todas as escolas brasileiras deverão estar em consonância com as normas da gestão democrática do ensino público na educação básica, tendo em vista a participação dos profissionais e das comunidades escolar e local em conselhos escolares ou equivalentes assegurando progressivos graus de autonomia pedagógica e liderança administrativa. Tais proposições deverão ser capazes de promover formas de enfrentar o cotidiano escolar onde todos os sujeitos que fazem parte da escola devam participar. Observaram-se dificuldades para lidar com situações democráticas na escola, de forma a propiciar aos sujeitos implicados no contexto as experiências educativas que favoreçam a participação e minimizem o índice de conflitos dos sujeitos escolares, bem como possam administrar financeiramente os recursos oriundos do poder público municipal, sendo estes alguns dos enfrentamentos na consecução da gestão democrática pleiteada pelas instâncias gestoras da educação municipal. Trata-se de um estudo de casos, de viés qualitativo, utilizando-se instrumentos como pesquisa documental, bibliografia e observação direta ao campo investigado além de inquéritos por entrevistas aos sujeitos implicados no contexto. Concluí-se que ainda não se conforma no âmbito das escolas investigadas a gestão democrática oriunda das normas legais da educação nacional e municipal devido a falta de condições internas e externas que se consubstancias em dificuldades para a implantação de uma verdadeira gestão democrática escolar.
Democratic management is analyzed in a collective of schools located in the municipality of Paço do Lumiar-Maranhão, in accordance with the provisions of LDB 9394/96 when it is advised that all Brazilian schools should be in line with the norms of democratic management of public education in basic education, with a view to the participation of professionals and the school and local communities in school councils or equivalent, ensuring progressive degrees of pedagogical autonomy and administrative leadership. Such propositions should be able to promote ways of coping with everyday school life where all the subjects that are part of the school should participate. Difficulties were observed to deal with democratic situations in the school, in order to provide to the subjects involved in the context the educational experiences that favor the participation and to minimize the index of conflicts of the school subjects, as well as to manage financially the resources coming from the municipal public power, these being some of the clashes in the achievement of democratic management pleaded by the management bodies of municipal education. This is a case study of qualitative bias, using instruments such as documentary research, bibliography and direct observation to the investigated field, as well as interviews by interviews with the subjects involved in the context. It is concluded that the democratic management derived from the legal norms of national and municipal education is still not satisfied in the scope of the investigated schools due to the lack of internal and external conditions that are difficult to establish a true democratic school management.
Democratic management is analyzed in a collective of schools located in the municipality of Paço do Lumiar-Maranhão, in accordance with the provisions of LDB 9394/96 when it is advised that all Brazilian schools should be in line with the norms of democratic management of public education in basic education, with a view to the participation of professionals and the school and local communities in school councils or equivalent, ensuring progressive degrees of pedagogical autonomy and administrative leadership. Such propositions should be able to promote ways of coping with everyday school life where all the subjects that are part of the school should participate. Difficulties were observed to deal with democratic situations in the school, in order to provide to the subjects involved in the context the educational experiences that favor the participation and to minimize the index of conflicts of the school subjects, as well as to manage financially the resources coming from the municipal public power, these being some of the clashes in the achievement of democratic management pleaded by the management bodies of municipal education. This is a case study of qualitative bias, using instruments such as documentary research, bibliography and direct observation to the investigated field, as well as interviews by interviews with the subjects involved in the context. It is concluded that the democratic management derived from the legal norms of national and municipal education is still not satisfied in the scope of the investigated schools due to the lack of internal and external conditions that are difficult to establish a true democratic school management.
Description
Keywords
Gestão democrática Escola Municipal LDB nº. 9.394/94 Projeto político pedagógico Democratic management Municipal School Political pedagogical project
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação