A gestão escolar e a participação da família na escola: limites e possibilidades no complexo escolar Camama, Angola

Abstract

This study, conducted as part of the Professional Master's Program in Education Management and Evaluation at the Federal University of Juiz de Fora, investigates how the management of the Camama School Complex in Angola promotes interaction with families and guardians of students. The central question is: how has the management of the Camama School Complex in Angola been promoting interaction with the families and guardians of students? The general objective was to analyze how the school management has been promoting the participation of families and guardians in the Camama School Complex. To this end, the specific objectives included: (i) describing the relationship between school management and families, as well as the moments and spaces for participation promoted by the school; (ii) analyzing the factors that influence the school-family relationship; and (iii) proposing an activity plan that can promote greater participation of parents and guardians in the Camama School Complex. The theoretical framework is based on school management, highlighting the leadership exercised by managers or directors, whose main function is to create a participatory environment. Authors such as Paro (1996) and Libâneo (2012) contribute by discussing school organization and administration, while Lück (2012) and Polon (2011) reinforce the importance of participatory and collaborative management, involving managers, teachers, and families in all dimensions of the process. The methodology adopted is a qualitative approach, including documentary research, interviews with parents or guardians and the management team (namely the pedagogical and administrative sub-directors), as well as questionnaires applied to teachers. The results revealed that, although the school holds meetings, cultural events, and uses communication channels, obstacles persist such as low attendance at meetings, the predominance of Portuguese in communication, and the limited inclusion and activity of the parents' committee. The research shows that family participation still needs systematic and structured actions, supported by management that values autonomy, transparency, and dialogue. As part of the educational action plan, actions are proposed aimed at diversifying communication channels, creating formal spaces for participation—such as school councils, workshops, and training sessions—and valuing national languages and cultural practices in the school routine. These actions can strengthen ties with the community, promoting greater social inclusion, especially for families with lower levels of education or limited access to technology.