Conselho escolar como estratégia de gestão democrática: discutindo as experiências dos conselhos escolares nos centros municipais de educação infantil em Natal/RN
This dissertation analyzes the democratic school management in the guideline implemented from the Federal Constitution of 1988 and Law 9394/1996 of National Education Guidelines and Bases. The study discusses the recommendations made by the members of the School Councils (CE) of the Municipal Cen...
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| Formato: | Dissertação |
| Idioma: | pt_BR |
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| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/26986 |
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| Resumo: | This dissertation analyzes the democratic school management in the guideline
implemented from the Federal Constitution of 1988 and Law 9394/1996 of National
Education Guidelines and Bases. The study discusses the recommendations made
by the members of the School Councils (CE) of the Municipal Centers of Early
Childhood Education (CMEI) of the educational network of the municipality of Natal /
RN. The institutionalization of this process in the CMEI occurred recently by the
enactment of Complementary Law 147, of February 4, 2015, which provides for the
democratization of public school management in the municipal teaching network of
the Municipality. By adopting a dialectical theoretical-methodological base, this work
is based on the studies of: PARO (2016), GADOTTI (2000), (BORDENAVE (1992),
CABRAL NETO, SOUSA (2008), CURY (2000), KUHLMANN JÚNIOR ), LUCK
(2013), among others, using the qualitative research axis (LÜDKE and ANDRÉ,
2015) and the support of the bibliographical-documentary survey The empirical data
collection was carried out in four CMEIs of the Potiguar capital, located
geographically in administrative areas with a high number of enrollments at the level
of Early Childhood Education in the Network. The analysis of the bibliographicdocumentary material in consonance with the empirical data made it possible to
verify that: the participation and the knowledge of the advisors regarding the
administrative-political and pedagogical dynamics of the CMEI is small and
formalistic; the practice of CE meetings on a regular and continuous basis has not
incorporated the administrative dynamics of the CMEIs; the managers define the
operating guidelines of the Collegiate; in the CE exercise there is no participation of
members of the exogenous and circumscribed community; and finally, a portion of
the members of the school community consider the direct or indirect participation of
children in relation to the activities carried out by the CE to be unnecessary, and
even those who admit this possibility reveal difficulties or lack of knowledge about
how to use this participation. We conclude that the participation of the school
community in the CE of the CMEI is insufficient, occurs in a similar way to other
processes of democratization of state public management in capitalist society, which
becomes truncated as a consequence of a system in which economic, social and
political relations survive - power with an authoritarian nuance derived from
bureaucratic-patrimonialist and managerial practices of management. However, it is
important to consider that positive aspects are generated that benefit members of the
school community by expanding knowledge about the administrative-political
dynamics of public school management and the gradual increase of participation in
deliberative colleges. |
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