O diretor escolar frente ao protagonismo estudantil do movimento "Não fechem minha escola" no Grande ABC paulista

• Ano de defesa: 2019
• Autor(a) principal: Franca, Roberta Kelly Amorim De [UNIFESP]
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Paulo (UNIFESP)
• Palavras-chave em Português: School Principal; Democratic Management; School Occupation; School Reorganization; Department Of Education Of The State Of São Paulo; SEE-SP; Diretor Escolar; Gestão Democrática; Ocupação De Escola; Reorganização Escolar; Secretaria De Educação Do Estado De São Paulo
• Link de acesso: https://sucupira.capes.gov.br/sucupira/public/consultas/coleta/trabalhoConclusao/viewTrabalhoConclusao.jsf?popup=true&id_trabalho=8028690; https://repositorio.unifesp.br/handle/11600/59989

Taking the democratic management as the theme, the object of this research was the school principal’s performance inside the schools of the cities of the region called Grande ABC paulista and which belong to the São Paulo (SP) state school system during the student movement "Don’t close my school", which emerged in 2015. Before complaints published in the media of authoritarianism and violence against students who occupied schools throughout the state of São Paulo, the general objective was to analyze the performance of the school principal, having the conception of democratic management as a guide for this analysis. The specific objectives were: to analyze the influences of the Secretary of State for Education (SEE SP) guidelines; to identify how the autonomy and conflicting school relations are configured; and to get to know the perception of the school community about the theme “democratic management”. The theoretical framework was constructed in order to present the school reorganization proposed by Geraldo Alckmin (PSDB) government, the central reason for the school occupations; the school culture and the elements of student culture based on the contributions of Dominique Julia and Maria L.R. Tura; and the formation of the school principal and the concepts of democratic school management, based on Vitor Paro's reflections, to think about the challenges posed by neoliberal policies and authoritarian governments. The methodology used was the multiple case study, divided into two stages: the first, entitled “General Group”, with semi structured interviews with 10 school principals who experienced the occupations, while the second consists of a case study in a school, by conducting semi structured interviews with teachers and parents who experienced the occupation and focus group with the students who participated in the movement. The chosen method was categorical thematic content analysis, as proposed by Isabel Carvalho Guerra. Data from the survey with the principals of the General Group have indicated that there was not a scenario of deep conflict between school management and students during the occupations in schools of Grande ABC paulista, nor direct interference through Education Directories of the SEE SP in the performance of the principals. However, the results have showed that the democratic management, for them, is limited to a speech empty of practical meaning, revealing an authoritarian and patrimonialist way of action. The case study, in turn, has evidenced a more democratic performance of the school principal with regard to building more respectful relationships, based on dialogue even in conflict situations. We have concluded that, for the whole school community, democratic management and participation are actions that are not enough implemented and face patrimonialist management, teacher authoritarianism and excessive hierarchization in school. In addition, it was considered the need of rethinking the school culture through the construction of a more democratic environment not only for the practice of management, but also for the pedagogical relations.