Gestão escolar e a política educacional: um estudo na rede pública municipal de ensino do Recife
| Ano de defesa: | 2022 |
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| Autor(a) principal: | |
| Orientador(a): | |
| Banca de defesa: | |
| Tipo de documento: | Tese |
| Tipo de acesso: | Acesso aberto |
| Idioma: | por |
| Instituição de defesa: |
Universidade Federal da Paraíba
Brasil Educação Programa de Pós-Graduação em Educação UFPB |
| Programa de Pós-Graduação: |
Não Informado pela instituição
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| Departamento: |
Não Informado pela instituição
|
| País: |
Não Informado pela instituição
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| Palavras-chave em Português: | |
| Link de acesso: | https://repositorio.ufpb.br/jspui/handle/123456789/26708 |
Resumo: | This research had school management as its object of study, considering the struggles for the democratization of educational management in Brazil, in the prevailing period from 2013 to 2022. Its general objective was to apprehend how the action of school managers in the municipal education system of Recife is materialized, considering the perspective of democratic-participatory management. And as specific objectives: to analyze in a democratic perspective the processes of dialogue/consensus/participation of subjects in decision-making processes and in pedagogical dynamics; identify the inclusive policies implemented in school-pedagogical management; identify how school managers understand teachers' perceptions of school-teacher autonomy, in a citizen perspective. Therefore, we sought to examine the experiences of managers, identifying the democratic aspects of participation and autonomy, pedagogical management, and inclusive policy based on the authors Freitas (2016), Aguiar (2008, 2004), Dourado (2017, 2016), Paro (2010, 2007, 2001), Santos (2010, 2002), Lima (2014, 2001) and others. The qualitative research is based on the Gramscian theoretical-epistemological perspective of the Action State, to analyze the field of educational policies and the materialization processes within the scope of management processes in the education system. The methodology contemplated the technique of intensive direct observation according to Lakatos and Marconi (2017). Data collection instruments were bibliographic research, documental research and semi-structured interviews with twenty subjects involved in the development of the policy under analysis: six managers, six deputy managers and eight pedagogical coordinators, from six municipal public schools in Recife. The interviews took place in 2021 and the documentary research covers from 2002 to mid-2022, mainly covering the municipal government 2013-2020. The data were processed and analyzed using content analysis (BARDIN, 2016) and, in addition, data obtained in interviews with two members of the technical team of the Secretary of Education and two of the Municipal Union of Teaching Professionals of the Municipal Network of Recife - SIMPERE were analyzed. The approach method approaches the dialectic and the procedure method consists of the analytical-deductive one. The analysis reveals the valorization of participation in internal decision-making processes, democratic management mechanisms are experienced through the School Council and the Pedagogical Political Project, valuing external participation. There is an emphasis on an inclusive policy for people with special needs. It can be concluded that democratic management moves the communicational flow from the meso space to the micro space, however, the instrumental character orientations of the superior sphere prevail to the detriment of true listening to the local base. However, the fragility of teaching and school autonomy is observed when considering the citizen's perspective. It is concluded that the speeches of the subjects are in tune with a conception of democratic school management, however the theory of democratic management seems to lose consistency in the managementist conception of government, whose guidelines are limiting to democratic management; teachers believe in a broader democracy, but there are limitations. |