Desafios da escola para a gestão democrática participativa: responsabilidades e contribuições do coletivo na produção do ambiente

Abstract

The school is a social unit based on political-pedagogical practices, a space rich in interactions, one of its main objectives being to promote students' learning and their formation as social and historical subjects. The definition of these objectives and execution of many functions related to the Pedagogical, Administrative, Financial and Human Resources sectors is the responsibility of the School Management, together with all those involved in the educational field, in a participatory manner. The affection and the formation of values for the growth of the collective and of the subjects are important foundations of the professional specificities. We understand that, through School Management, there is scope for building human relations in the environment and with the community, exercising, in the daily education, the experience of democracy, participation, citizenship, solidarity, giving visibility to dreams, voices historically silenced, building a school with everyone and everyone. Based on the assumption that social relations are reflected in the school space, we believe that the work of School Management is intended to be an incentive / reinforcer and mobilizer of participation and collective decision. In this perspective, we seek to investigate how the school management of a School of Basic Education develops its work against the normative ideal of democratic management and the right to education. In an attempt to respond to the research problem, we seek to understand how the process of change for a democratic and participatory management allows transformations in social relations in the school environment, analyzing the potentialities to be strengthened and the difficulties to be overcome in this process. The present research is justified by the fact that we live in a society that is immersed in great challenges, diversities and conflicts. In this sense, listening to all parties becomes important because it is possible to construct a new posture of those involved in the School Community, with the aim of making the work meaningful and capable of causing transformation in the whole. The research is qualitative - Case Study, and different instruments were used. This began with the experience and observation of the researcher directly in the field of research, being deepened through documentary analysis, field diary and semi-structured interview. To analyze the data, we used the content analysis and triangulation of these data (Bardin, 2011; Minayo, 2007). The research data showed that there is still a great distance between the ideals predicted in institutional norms regarding the school reality in this institution and provided a better understanding of both the environment and the democratic ideal for the school. This ideal appears as a means of collective participation to be implemented in the school aiming at the broad development of all involved, ensuring the right to education.