A complexidade e a gestão da educação pública: o caso de uma escola de educação profissional do Rio de Janeiro

Abstract

The present work focuses the complexity in the management of public education. New technologies, new job relations, new ideas in the organizations lead to transformations in the way education is viewed. Education can not be naïve as political, economic and social dimensions interact and interfere in the school, thus generating a diversity. At the same time, the education organization has a proper, distinct singularity, different from other organizations, which distinguishes its goals from those of others. The unit and the diversity coexist in education and the conscience of this perspective can bring a new look and, a new paradigm for its management. The main objective of this work is to contribute to the study of management of public education, from the combination of concepts, ideas and the experience in a school of professional education in Rio de Janeiro. Based on this thought, the work assumes that its singularity emerges from the complexity of an organization of public education. The evolution of western scientific thought; the complexity; the evolution of main theories of organization and models of management; the critical thought about public education management in Brazil and the evolution of the professional education in Brazil formed the pillars of the theoretical study. This work is methodologically based in complex thought, especially on proposals by Edgar Morin. Under the light of complex thought, then, this work used a combination of methods and techniques. A case study of a school of professional education was carried through search for its basic complexity .It is believed that chance, disorder and uncertainty are not perceived in a simple and quantitative way. For this reason, the ethnographic method of research was chosen were it is possible to perceive and choose from reality that which is not perceived by conventional research methods. A research with open questions was made to identify the singularities of the target school. Besides, through interviews and participant observation it was possible to establish relations between antagonisms considered by Perrenoud and the complexity presented by Morin. From these relations, it was possible to live the complexity and to identify the singularity as one of its aspects.