Gestão escolar democrática: discursos de transformação ou conservação?

• Ano de defesa: 2011
• Autor(a) principal: Shimamoto, Simone Vieira de Melo
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; BR; Programa de Pós-graduação em Educação; Ciências Humanas; UFU
• Palavras-chave em Português: Gestão escolar democrática; Participação; Autonomia; Educação e Estado - Brasil; Escolas - Organização e administração; Autonomia escolar; Escolas Descentralização; Democratização da educação; Democratic school management; Participation; Autonomy; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufu.br/handle/123456789/13842

This dissertation is the result of research accomplished during the year 2009/2010, in the Master course, Line of Policy and Management in Education, from the Graduate Program in Education at the Federal University of Uberlândia. It raises issues about the Public Policy and School Management, focusing on the praxis of Democratic School Management in Brazil, analyzing how it has been formed from the year 1980. To the development of the work we have defined as essential to explain a concept about Democratic School Management that has as essential elements decentralization, participation and autonomy, which are considered together as bases for defining a management model. The theses that structure this dissertation are based on two questions that drive the work: do exist today, substantially structure, theoretical models that substantiate the actual conditions and the possibilities of materialization of an educational school policy with rooted democratic? How, in the societal model installed, the Democratic School Management is designed, considering the conceptual matrices and the educational policy developed? With a possible synthesis way, methodologically, we have developed a bibliographic research, subsidized by a critical and investigative analysis with dialectical perspective, viewing the object in its historical, policy and social contextualization, therefore, in its concreteness in and for praxis. We understand that the Democratic School Management is dynamic and historically inserted in a complex context in which microstructural issues are composed with macrostructural guidelines. We exercise a movement of thesis / antithesis / synthesis movement as ways to improve our reflection and define logical ways that allow us improve our reflection and knowledge. The results of this study show us, in the context investigated, that there is no possibility of formation of the Democratic School Management, since that, the conciliator participacionist model to maintain an autocratic pattern of administration, focused on Taylorist models, constructed in neoliberal models that have in the individualism, managerialism and competitive its operating structure and concreteness, are, actually, effective.