A participação dos conselhos escolares na perspectiva da gestão democrática: uma experiência na educação infantil

Abstract

Public policies and democratic management are the focus of this dissertation that is situated in the field of Early Childhood Education. This research aims to investigate the democratization of the school from the participatory management in the figure of the School Council. To that end, we opted for analytical approaches that are based on different theoretical perspectives in order to interpret issues related to the field of policies, in particular Educational Policy. From meta-research, our interest is to establish a relationship between theory, data and methodological procedures (MAINARDES; TELLO, 2016). For the analysis of the political context we will rely on the analytical framework of Ball's Policy Cycle; Mainardes (2011). The concept of democratic management that we operate is built on the dialogue with Paro (2007, 2008) and the political approach is based on Mouffe (2003, 2015). From these references we construct the data analysis of the field. The empirical field is located in an exclusive School of Infantile Education, in the city of Rio de Janeiro, located in the 9th Regional Coordination of Education. In order to collect the data, we used as semi-structured interviews (KRAMER, 2003) interviews with the representatives of the school community that make up the School Council, and we performed the documentary analysis of meeting minutes and / or other documents demonstrating participation or performance of the Board School. This research aimed to articulate the theory proposed by the theoretical-methodological reference to the practice and the discourses that emerged in the field research, exercising the researcher's critical-reflective movement. Results reveal that among the categories listed in this research, four points elucidate important structures for the analysis of school management in the democratic bias: the institutionalization of CEs, the participation of the councilors, the legitimating instruments - Minutes, and the conception of childhood by the counselors. The institutionalization of the CEs has proved to be fragile, hierarchical and centralized in the school manager's figure, besides revealing an instrument that aims to meet the requirement for entry of financing programs, such as the Direct Money in School Program (PDDE); the participation of school counselors has been fragmented and limited to the activities that involve this program; the minutes indicated relevant analysis documents by pointing out the legitimating character of the EC's actions and decisions and, with regard to children, we perceive the present mark of conception of the infant being justified by the idea that children can contribute little or nothing. issues such as those we have pointed out in this research.