A participação social como um princípio da gestão democrática: Uma análise da atuação dos conselhos escolares no município de Capitão de Campos - PI

• Ano de defesa: 2022
• Autor(a) principal: Oliveira, Jerffeson Miguel de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Maranhão; Brasil; Campus São Luis Centro de Educação, Ciências Exatas e Naturais – CECEN; PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO - PPGE; UEMA
• Palavras-chave em Português: Conselho Escolar; Gestão Democrática; Participação; Democracia; Capitão de Campos – PI; School Board; Democratic Management; Participation; Democracy; Educação
• Link de acesso: https://repositorio.uema.br/jspui/handle/123456789/3740

ABSTRACT The present study "Social participation as a principle of democratic management: an analysis of the performance of school councils in the municipality of Capitão de Campos - PI" is part of the following research problem: How can the principle of social participation, via the School Council, contribute to the democratization of school management? Thisstudy aims to analyze, from the performance of the school board of two elementary schools of the municipal network of Capitão de Campos/PI, how the principle of social participation can contribute to effect democratic management. The research is based on the perspective of a qualitative approach and was developed in the municipality of Capitão de Campos, located approximately 118 km from the capital Teresina of the state of Piauí. To this end, the text is part of the concept and role of the school board. It also addresses the theoretical field of democracy and participation in classical and contemporary ideas, based on the following authors: (BOBBIO, 1982, 1987, 1998), (MONTAÑO E DURIGUETTO, 2011), (COUTINHO, 2008), (OSÓRIO, 2019), (BORDENAVE, 1994), (HELD, 1991), (NETO CABRAL, 1997); (PARO, 2000, 2016, 2018), (SANDER, 2007, 2009), (NETO; CASTRO, 2011), (SANTOS, 2004, 2008), (HORA, 2007a, 2007b), (ANTUNES, 2008), (ADRIÃO; CAMARGO, 2001) and others that contributed to a better understanding of the theme in evidence. We identified in the theoretical body of this work that the School Councils represent the higher instance in the scope of schools, not only for autonomy in the decision-making process, but for the power that has to stimulate the critical and reflective capacity of the social subjects that compose this collegiate body. Based on the analysis of the subjects' statements, we diagnosed that the School Councils still represent with fragility, the interests of the community in the school space, among the main reasons, we found the lack of knowledge, and especially time for the subjects to be involved in school issues. We highlight that social participation contributes to the democratization of school management, as collective interests within the school, strengthening the teaching and learning process, and expanding the understanding of educational subjects. In this sense, it is urgent that the community understands that it is not enough to know that a collegiate body is important for school, but that it is necessary to know its functions and attributions, developing critical and reflective self-awareness of itself, so that they understand the impact of their actions on their reality and that of those who are involved with the same cause