Conselho de classe participativo: a experiência e o aprendizado democrático de uma escola municipal de Esteio/RS

Abstract

The study deals with the democratic learning from the experience of public school Esteio/RS aiming to understand how participation of the school community is actualized in a Participatory Class Council. This study aims to a) discuss the conceptions which involves the democratization process of the public school, b) investigate the relevance of class councils, its organization and its operation so as to contribute or not to consolidate a democratic school management, c) analyze the perceptions of the school subjects (administrators, teachers, parents and students) on the dynamics of articulation in a Participatory Class Council of a public school of Esteio/RS. In Meksenas (2002) we seek to place the methodological approach that has been configured as a qualitative research guided by a case study. Researchers of the subject like Oliveira, Moraes, Gold (2010), Paro (2000 and 2007); Dalberio (2007); Werle and Andrade (2008); Cassol and Galina (2008); Dalben (2006), Guerra (2006); Engers and Gomes (2007) substantiate the theoretical framework, whereas the collecting data process, for later analysis, occured through interviews with ten subjects that are integrated with the school community studied. The main aspect pointed out in our analysis indicates that the school is looking for more community participation in its instances. There are many spaces in the school that allow to the opening of democratization, however, still it is possible to realize that the community must use these spaces, and comprehend, as well, that the participatory dynamic may contribute to the quality of the school processes.