As relações de poder e o clima escolar: as reuniões pedagógicas no contexto de uma escola da rede municipal de Juiz de Fora

Abstract

Our research has the general objective to comprehend the relation between the “school climate” and quality education, contemplating, therefore, the power relations – which are constituted between the different acting agents within the school microsystem. We have the collective and monthly pedagogical meetings as prime locus of observation. Therefore, we conduct a qualitative research through a case study, in which we make observations to learn about the development of the meetings, with analysis of the following elements: how discussions are prepared; how they are conducted; how the dynamic of these interactions works; who are the participating agents in the meetings; if/how the power relations establish along the meetings; how the present subjects participate; which subjects are prioritized and which of them can interfere with the composition of the “school climate”. This study happens at a municipal public school and it enables to analyze the limits and the presented possibilities during the pedagogical meetings, in order to improve school quality. The research strategies are: participating-observation, semi-structured interviews, document analysis and bibliographic research. We research books and articles about “school climate” and “school education”, highlighting the following authors: José Carlos Libâneo, Romualdo Portela de Oliveira, Gilda Cardoso de Araújo, Candido Alberto Gomes, Ana Cristina Prado de Oliveira e Andrea Paula Souza Waldheim, Juliana Frizzoni Candian, Wagner Silveira Rezende, Maria Silva Pinto de Moura Librandi da Rocha e Graziela Serroni Perosa, Britro e Costa, Heloísa Lück, Vitor Henrique Paro, Max Weber, Jerônimo Jorge Cavalcante Silva, Amartya Sen, Gerard Lebrun, Juan Casassus, Julvan Moreira de Oliveira, Maria da Assunção Calderano, Lecir Jacinto Barbacovi, Tania Quintaneiro, Maria Lígia de Oliveira Barbosa, Márcia Gardênia Monteiro de Oliveira, among others. Thereby, we identify a substantial variance between the treatment offered to temporary and permanent teachers, so as the difficulties in the relationship between directors and teachers. These difficulties consist of: lack of professionals to substitute absent teachers, inadequate physical space and conflict of interests, which partially compromise the quality of the relations between the subjects involved and the quality of the education in the researched school. Such issues contribute to the composition of the “school climate”, evoke a pedagogical review and encourage new researches.