A construção da escola como espaço democrático: qual o espaço da família

Abstract

This study aims to analyze the construction of the school as a democratic space. For this part of the importance of family participation in the school context and implications of this interaction on student learning. Already consolidated the notes add to the current claims that much has questioned about the real democratic participation in a globalized world and its legitimate scope. Thus, qualitative research aims, through case study, see how family participation through democratic management can assist in student learning. To discuss this issue, the question arises: how the management approach the family to the school routine considering the complex contemporary realities? To support the study sought to reading actors like Paro (2000), Szymanski (2001) and Wittmann (2010), as well as others that address on the subject. The study had as collaborators thirteen (13) and 07 families (seven) managers, through a questionnaire opened and closed. For its interpretation we used simple categorization, approximate content analysis. Thus, from the analysis of data and results, one can show that much remains to be done for that democratic participation is actually put into practice. What is happening is that there is still resistance by parents to participate in school life of children as well as the limits and challenges managers face in bringing the school community to commit to education in order to feel part of the formation of citizens most critical, active, and conscious of their real needs, seeking always a meaningful education. Among the main reasons that support the diagnosis of resistance and disengagement are lack of time, control over the children, interest and understanding.