Gestão democrática na perspectiva da educação do campo em uma escola do sistema público municipal de Manoel Vitorino - BA

Abstract

This work is a research carried out with a view to the conclusion of the course, entitled: Democratic School Management from the perspective of Field Education, whose aim is to analyze management from the perspective of Field Education in a school of the municipal education system of Manoel Vitorino. The research had as objective to investigate if the school management experienced in the school has met the principles of democratic management in the perspective of Field Education. Since there are many problems in the aforementioned school, concerning the relations between teachers, managers and other subjects of the school community. Thus the main problem of this research is to analyze how the relations are established and to what extent it interferes in the implementation of the democratic management, indispensable for the development of the students. The guiding approach of this study is the qualitative, through the case study, which counted on the structured interview with managers and teachers and the focus group with students, as instruments of data collection, as well as documentary analysis. As a theoretical contribution, among other theorists, we refer to Vitor Paro (1991); Heloisa Luck (2008) and Libâneo (2007) to address School Management and Caldart (2008); D'agostini (2012) and Silva (2006) to work with Field Education. The results show that the relations established between teachers and managers and the school community do not conform to the principles of Democratic Management, since, according to data analysis, the elements that make up democratic management are not part of the reality of the school. example of effective participation that involves the whole school community, as well as the existence of active school council, among other mechanisms. We also note that democratic management in the field education perspective is not a reality in school. This is very clear in the analysis of the PPP, where even the school is located in a district that although it has urban aspects, is inserted in a rural context, besides, 80% of the students attended by the school are residents of the field, even management team does not recognize as Campo school. Thus, it is contradictory in relation to what is defined in Decree n ° 7.352, 04/11/10, which defines the school of the Field as being that which predominantly meets the population of the field even if located in the urban zone.