Expectativas sobre a gestão escolar participativa: o caso da Escola de Ensino Médio em Tempo Integral Tabelião José Pinto Quezado

Abstract

This dissertation is developed within the scope of Mestrado Profissional em Gestão e Avaliação da Educação (PPGP) do Centro de Políticas Públicas e Avaliação da Educação da Universidade Federal de Juiz de Fora (CAEd/UFJF). The case studied discusses democratic and participative management in Escola de Ensino Médio em Tempo Integral Tabelião José Pinto Quezado. To this end, it is necessary to understand the context of participation in that school, mainly from the School Council. Thus, this case aims to answer the question: the expectations placed on democratic-participative management are consistent with reality in Escola de Ensino Médio em Tempo Integral Tabelião José Pinto Quezado? The general objective of this study is to analyze expectations about democratic management Escola de Ensino Médio em Tempo Integral Tabelião José Pinto Quezado and propose actions to minimize the problems analyzed. The specific objectives were: a) to describe democratic-participative management in Escola Tabelião José Pinto Quezado especially with regard to the School Council; b) analyze the performance expectations of the School Council of Escola Tabelião José Pinto Quezado; propose actions to expand the participation of parents in the school life of their children, as well as propose an operating protocol for the School Council and, consequently, promote a democratic-participative management in the Escola Tabelião José Pinto Quezado. We assume as a hypothesis that after the Brazilian redemocratization in the 1980s there was a desire to extend democracy to the whole of society, including the school. In this way, exaggerated expectations about participatory management were generated, expectations that are fed by the legislation itself. However, in the school routine, democratic and autonomous management has been a great challenge, which is the case of that school, especially its School Council. We use qualitative research as a methodology and interviews and questionnaires as instruments of field research. The theoretical framework of this study includes the analyzes of researchers who approach democratic and participatory management in education, especially in schools. Some like Lück (2002, 2009) bring an analysis under the managerialist bias. And others like Freire (1995) base their arguments on the political perspective.