A atuação da Coordenadoria Regional de Educação de Vilhena/RO no fortalecimento dos conselhos escolares das escolas estaduais

Abstract

The present dissertation was developed under the Professional Master in Management and Evaluation of Education (PPGP) of the Center for Public Policies and Education Evaluation of the Federal University of Juiz de Fora (CAEd/UFJF). This management case analysis aimed to highlight the issues which have interfered the support given by the CRE/SEDUC of a Vilhena in the ative participation process of School Councils in the pedagogical management of state schools in Vilhena. The research question proposed was: in what way can the Regional Education Coordination contribute to a more assertive performance of the School Councils in the pedagogical management of public schools? Another aim was to seek alternatives which would facilitate the contribution of the CRE of Vilhena to strengthen this institution in the democratic school management, in accordance to federal and state legislation. The authors used to support this research were André (2013); Castaman (2009); Ciseski; Romão (1991); Gil (1999); Libâneo (2008); Lück; Freitas; Girling; Keith (2005); Lück (2006, 2007, 2009); Luiz (2010); Paro (2001a, 2001b, 2007, 2008, 2012); Vasconcelos (2002). Starting from there, the democratic management implementation process was analyzed in the Brazilian public educational context, as well as the conception of School Councils as a tool to ensure democratic management, based on the following management dimensions: administrative, pedagogical and financial. In order to do so we conducted a quantitative research with questionnaires used as methodological tools, which were applied to the employees of the Education Regional Cordination/SEDUC of Vilhena. We aimed to analyze how administrative, pedagogical and financial sector of the CRE of Vilhena are feeding the local state schools with information which may strengthen their participative action in the public schools pedagogical management process. According to the information obtained through the questionnaires, it was possible to confirm some challenges that are blocking the performance of the School Council in the pedagogical management of the schools in question: the lack of integration between the CRE/SEDUC/VHA sectors and the different segments of the Council, as well as the lack of a plan to direct the actions of the aforementioned sectors by providing a more systematic support to the School Councils in accordance with the legislation. Considering the results obtained by the analysis, we propose, in the last chapter, the presentation of an Educational Action Plan (PAE) listing actions which can contribute to the School Council of the public schools of Vilhena becoming a forum for constant debate, being in fact active in all dimensions of school management, and expanding to the conduction of public hearings in the process of public policies implementation in schools