Gestão democrática: ferramentas e desafios encontrados em cinco escolas do Rio de Janeiro

Abstract

This thesis was developed under the Professional Master Degree in Management and Education Assessment (PPGP) for the Public Policy Center and Evaluation of Education of the Federal University of Juiz de Fora (CAEd / UFJF). The management case described aims to investigate the "Training Index City and Social Responsibility" (IFC / RS), that is used as a starting point for the planning of actions proposed by the schools to achieve better results and raises the quality of education offered. The quoted instrument serves as diagnosis of school unit pointing out the main problems and is an integral part of Integrated School (GIDE), which is the standard model of planning and execution of educational management, which was established in 2011 by the Secretary of Education of Rio de Janeiro. Despite many changes and investments, the results over the first three years were modest, which motivated this investigation based on the main instrument of educational planning: a GIDE, its main instrument (IFC / RS) and the actions that it motivates. As a resource for the research and actions developed from their diagnosis, the studied case, conducted through a qualitative research, semi-structured interviews with managers from five schools selected here. With a prepared script, constructed from the drags and find out problems by the schools, especially by the manager, the development and implementation of actions, the interviews were recorded and later transcribed. This fact resulted primarily from the Manager difficulty in involve their school community members in carrying out activities and projects developed in the school, what led to the ineffectiveness or cancellation of some planned actions there, which in turn may hinder the educational process target. This manager inefficiency in share and in achieve the educational planning and its execution, also elucidates the lack of instruments used and servers, represented here by AAGEs, which were available to the GIDE happens. Thus, the proposed Educational Action Plan aims to present the GIDE methodology for the different actors of the school community, focusing primarily in a more democratic, defended and discussed by theorists cited in this thesis. Selected actions, within my competence, seek to expand not only knowledge, but also strengthen and improve communication among members, multiply the methodology, align and better plan the elaborate actions, favoring, mainly, more participatory management.