Constituição e função do conselho escolar na gestão democrática

Abstract

With the objective of verifying the school democratic management in its several approaches, this work deals specifically with the School Council as an object of research since it represents the whole community in the school management and, besides that, it includes the school community formed by teachers, parents, students and employees as well. In this way, making use of a theoretical analysis and empirical research, this work intended to understand better what contributions those school agencies can and are giving to the consolidation of the management in a democratic perspective besides searching for its results related to a better quality of the school education. To the empirical study, carried out with collected data, two State Schools in Santa Maria city were picked up, both with school council implemented. Then, questionnaires and interviews were used with the members of the school councils in each selected school as well as documentary analyses. The research showed innumerable contradictions in the School Council implantation, constitution and functioning, many times going against the legislation itself, which guides us to define as important is the clarifying and understanding of all people in relation to both the legislation that regulates the management in a democratic perspective in public schools and its connection with the neoliberal ideas that are present in the school places, identifying discourses of the capital with the society expectations without even offering conditions so that the school effectively correspond to the social interests. It was also verified that a centralization of decisions in administrative agencies above the school as well as in groups inside the school itself, blocking up this school agencies of being democratic agencies representing the whole community. Thus, the interest of the majority remains under the one of the minority, inhibiting an aware participation of the community as a whole. Considering that, it is understood that both educators and community should be aware of educational politics in order to interpret them critically and make use of the instituted democratic places to put them in service of education as a social compromise.