Projeto global: a gestão educacional e a articulação das famílias num contexto de educação não-escolar

Abstract

This monograph has been developed with the objective of understanding how the relationship between school and family is built. Its starting point is the Global Project, that happens in a public school in Dois Irmãos/RS, considering the democratic educational management. The specific objectives were to investigate which role is the teacher’s, direction’s, supervision’s, and family’s in the student’s educational life, referring to students’ educational progress, once they are in the Global Project; To identify which are, or aren’t, the facilitator means in participation in order to understand the degree of participation of the school community in the democratic management and its implementation. The main authors cited were Lück (2009), Paro (2007), and Libâneo (2000). The methodological cut was made by qualitative research, and data were collected through observation mechanisms and document analysis. Institutional evaluation documents that families answer by the end of the year were analyzed for this study, as well as the evaluation of families’ participation on a nice Saturday, and the evaluation teachers answer by the end of the year. Reflecting about it, we realize that family’s participation happens through simple methods, which are meetings and participation in events promoted by the Project, and there is a very effective participation of these families. Nonetheless, teachers are too controlled by the institution, as they tend to respond as it wants them to, so they have their opinions showed only when it’s appropriate. That way, a more democratic management is missing in the studied context.