Escola e gestão democrática: possibilidades e desafios

Abstract

This paper aims to analyze the process of democratic management in a Municipal elementary school in Sapucaia do Sul (RS). For this, it was necessary to perform a qualitative research, characterized as a case study, in which questionnaires were applied, taking as collaborators the Principal, the school Counselor and four teachers of the first grades. They answered questions regarding the conception of democratic school management, the relationship of these segments with the APM-Parent-Teacher Association, as well as the influence of this collective body in managing the researched site. The concepts of school, teacher and management in the present PPP-Pedagogical Political Project of the institution were also analyzed as a complement of this research. The collected information showed that the democratic school management is seen as a process characterized by participation, in which decisions are collective, always seeking the best for the school as a whole. It was shown that collaborators understand the democratic management as a slow and gradual process and that they realize that their practices may increasingly contribute to its progress. Regarding the relationship of APM -Parent Teacher Association- with the investigated segments, it was shown that it needs to improve its performance, focusing on collective decisions. It was found that the collegiate body contributes to the school administration only financially, but fails in pedagogical and administrative aspects. When analyzing the PPP, it showed a social -critic line which seeks to form critical citizens and the teacher is the one who appreciates the student's experience, contributing to a democratic management and where all seek the best for the school. According to the collaborators' view, the PPP has no function in practice, although they recognize its importance in work organization and in determining the identity of the Institution. Even if the democratic school management is being gradually implemented, all segments of the School need to adhere to this commitment by sharing responsibilities, seeking in daily practice to open the doors of participation in order to accomplish this process successfully.