Comunidade escolar e gestão democrática: a realidade de um centro municipal de educação infantil do sudoeste do estado do Paraná

Abstract

This research analyzes the reality of a Municipal Center of Childish Education of southwest Paraná state, and seeks to understand the relationships of different segments that constitute participatory Democratic Management in the institution. The proposal was elaborated by qualitative methods, requiring a theoretical deepening that corroborated with the interpretation of different itineraries of interviews applied to parents of students, teachers and coordinator of the entity, adding two segments in a total of seven participants, in addition to documentary analysis of the Pedagogical Project. For that, the analysis of the PP was sought the scores that institutionalize the participation of the different segments next to the pedagogical actions of the CMEI, confirmed fact. Already in the scripts, the objective was first to identify the different strategies used in the approximation between family and institution, observed at the time the telephone, meetings, schedule, dialogues with teachers, social networks and visit the secretary room. Later, the objective was to understand how the dynamics of the articulations between family and school influences the management process, which presupposes a management concept from the perspective of the research participants. The result got showed data that point to a still traditional administrative vision of management, in addition to a centralizing perspective of power, mainly of supervision. Hypothetically, the traits of this management model tend to imply in the pedagogical actions of the institution, from the perspective of the participants. It was concluded, therefore, that this condition places in a precarious situation the participation of the school community in the management, since the subjects, as indicated the results of the research, manifest themselves more precisely in isolated occasions, causing that the resolutions and situations do not contemplate the collective in an effective way, or, as observed, due to the absence of participation of the family segment in the management, is delegated to others the spaces that were offered to them and momentarily were not occupied.