Detalhes bibliográficos
| Ano de defesa: |
2018 |
| Autor(a) principal: |
Arce, Priscila Damasceno
 |
| Orientador(a): |
Passarelli, Lílian Maria Ghiuro |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: Formação de Formadores
|
| Departamento: |
Faculdade de Educação
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/21616
|
Resumo: |
This study take part in the line of research of Professional development for Educators and educational practices, in the Master of Education: Educating Educators - Pontifícia Universidade Católica de São Paulo (PUC-SP). It aims to respond the following question: Is it possible to implement a democratic and participatory governance in the city of São Paulo’s municipal education system? To seek answers for this question, a main goal was established: To examine, by means of the analysis of the attributions and abilities of the school director and education coordinators as registered on the municipal decree nº 54.453/13, if the democratic governance in school practices is occurring in an effective manner. To support this main goal, some specific objectives were established: a) to classify the attributions and abilities of educational managers in the city of São Paulo’s municipal education system according to the following categories: generator, potentiators or obstructers to effective democratic governance, b) to describe a political-pedagogical project in a school in São Paulo’s municipal educational system, as a way to reveal the need for autonomy in tasks related to education, c) To demonstrate the relationship between the prescriptions of the decree nº 54.453/13, as it describe attributions and abilities of the school director and education coordinators and the collective construction of political-pedagogical project of the school. This research and its findings have led us to the conclusion that if the attributions and abilities of school managers are increasingly subject to outside intervention, based on the issue of performance evaluation and monitoring and other legal instruments, they may become incompatible with effective democratic governance. The investigation has revealed that the structure of public administration and municipal governance, as represented by the aforementioned decree and other norms create a distance between the principles of democratic governance and the daily practice of these professionals. However, there would be more opportunities to promote democratic governance practices if they were in the aligned with the educations goals as stated in the political-pedagogical Project, an instrument which, in conjunction with an autonomy for educational tasks, can make a difference regarding the quality of education offered by public schools. Finally, a suggestion is made regarding the establishment of a new legislation that can lead to the practice of democratic and participatory governance in public schools, leading also to a conquest of social rights |
