Gestão democrática, participação das juventudes e as violências no ambiente escolar

Abstract

The development of this dissertation was a part of the Professional Postgraduate Program in Public Education Management and Evaluation (PPGP) at the Federal University of Juiz de Fora (UFJF). The management case studied discusses the factors that hinder the implementation of the various instruments for promoting student autonomy and proposes actions to encourage effective student participation in the democratic management of the Tancredo de Almeida Neves State School. Located in the Belo Horizonte´s metropolitan region , the school is set in a context of violence, the heterogeneity of the school space is a reality and the educational and socioeconomic indicators are challenging. Based on this, this study investigates the problems and obstacles faced by school management in guaranteeing a favorable educational environment, as well as trying to understand the impacts of violence in school spaces and its repercussions on the appropriation of student participation instruments. The theoretical framework addresses the concepts of participation and autonomy based on Souza (2009), Dayrell (2003), Araújo (2009) and Siqueira (2021). Heterogeneity in the school environment is discussed based on Couto (2019), Tura and Marcondes (2008), and violence in the school environment from the perspective of Charlot (2002), Abramovay (2021) and Oliveira and Martins (2007). The field research carried out with high school students explores how these concepts intertwine and relate to management, the context of the school studied and current legislation. Using a qualitative approach, this case study sought to investigate the obstacles preventing the effective implementation of the promotion of student autonomy in the school studied. As a result, an educational action plan was presented based on the principles of dialog, inclusion and cooperation, aiming of solving or mitigating the problems identified here.