A gestão escolar democrática e os desafios da escola básica nas comunidades em situação de vulnerabilidade social

Abstract

This research was built from concerns and perceptions experienced during the academic education process while observing school management models at public schools from the city of Santa Maria - RS. To think school daily routine and glimpse the possibility of a Democratic Management reminds us of all the issues involved in this process. The relations established between the individuals sharing school environment (manager, teachers, students, families and community) are permeated by several aspects, including the educational policies that establish standards to be reached by the school, usually without providing the necessary structure where education professionals would have the necessary conditions to develop their pedagogical practice and thus, meet the basic right of education that is guaranteed in the Federal Constitution. To understand the social role of the education manager serving as principal or supervisor in the period between 1980 and 2010, we sought, through the memories of two teachers who performed the function of principal and supervisor during this period, to verify in what extent their work was affected by public policies and governmental actions, considering the school autonomy and its responsibility before communities facing a social vulnerability situation. The work is divided in four chapters. The first chapter is a brief history of Brazilian education policies, the second deals with school management basic concepts, in the third chapter we describe the methodology used in this research and, the fourth chapter is about the live experience and professional trajectory of the teachers collaborating. The comments in question are more specifically about their education, training, how they see themselves exercising their functions, how they have built their conceptions and, what is the relevance given to their work by the community where the school they acted is inserted.