Gestão escolar em comunidades quilombola, indígena e do campo

Abstract

This monographic study stems from the conclusion work of the Specialization Course in Educational Management, of the Postgraduate Program in Public Policies and Educational Management, and is part of the study of the Gestar/CNPq Research Group at UFSM. Its general objective is to understand characteristics present in quilombola, indigenous and rural school communities, in view of their influence on the interaction of managers. This is a qualitative research, using an exploratory bibliographic study – to review the literature – and the state of knowledge of scientific productions – based on the theoretical studies of Morosini and Fernandes (2014). The literature review was focused on the identity and profile of the manager - by the sociological theory of Hall (2011), Bauman (2005) and Ciampa (1984) and pedagogical theories of Libâneo (2015) and Lück (2010) -, in the conceptions of administration and management of education and school communities and their diversity. The state of knowledge prioritized the analysis of dissertations produced in Brazil in the five-year period (2016 to September 2021) obtained from the Brazilian Digital Library of Theses and Dissertations (BDTD), bringing an analysis of the school management of quilombola, indigenous and rural communities. Seventeen dissertations selected for the state of knowledge were used: three dissertations related to the quilombola community - Silva (2016), Santos (2018) and Cunha (2018), two related to the indigenous community - Gomes (2016) and Maciel (2017), and 12 dissertations related to the rural community – Ferreira (2018), Gonçalves (2017), Vieira (2016), Justino (2016), Goulart (2018), Moura (2019), Teixeira (2019), Gusmão (2017), Carmo (2020), Perin (2017), Andrade (2016) and Stefanello (2017). The study also focused on remote teaching carried out in the pandemic period of 2020 and 2021. It is concluded that having knowledge about the history of quilombola, indigenous and the field is of paramount importance for school management. It is necessary for the manager to pay attention to the aspects that link the community with the school, for a good bond with the community it is necessary to have dialogue, to know the struggles of the community and to introduce its culture in the school curriculum.