Estrutura, organização e políticas de gestão nas escolas rurais da rede pública municipal de Uberlândia, no período 2001-2004

• Ano de defesa: 2008
• Autor(a) principal: Maruyama, Marília das Graças Nascimento
• 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: Educação do campo; Gestão escolar; Democracia; Educação rural; Política e educação - Uberlândia (MG) 2001-2004; Sistemas de escolas municipais - Uberlândia (MG); Democratização da educação; Projeto Político Pedagógico; Rural education; School management; Democracy; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufu.br/handle/123456789/13795

The present research has as an object of analyses the organization of the school work in the rural schools of the city of Uberlandia, Minas Gerais, during the period of 2001-2004, focusing, particularly, on aspects the characterize the school management. In this sense, we will analyze how the implementation of the Political Teaching Project of the School, the election for the Principals Position, and the relation school/community took place. The questions that lead the way to this research are shown the following way: What aspects print the identity of the rural schools? What are the influences and contributions of the social movements on the elaboration of educational policies? What are the principals, conceptions and values that support the democracy of the schools of the Uberlandia area during 2001- 2004, specially in the rural areas? Preliminary studies allow us to state that the service focused on the education of the rural worker was handled, in the Brazilian reality, in a marginal way in the field of public policies for the education of rural areas, where we have a higher rate of illiteracy, presenting the chronic rate of 28,7% of people in the condition of total illiteracy. In this sense, the analyses of the policies on rural education are essential for the unstoppable process of re-signification of this type of teaching so that it reaches, in a successful way, a part of the population that historically has been left aside of formal education.