Navegando por Autor "PEREIRA, Lucenil da Rocha"

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Eleição direta para diretor escolar: desafio à democratização da gestão
(Universidade Federal do Pará, 2012-09-04) PEREIRA, Lucenil da Rocha; SANTOS, Terezinha Fátima Andrade Monteiro dos; http://lattes.cnpq.br/9502681594591950
This study examined the direct election of school principals via a case study of the State School of Elementary and Secondary Education Brig Fontenele in Belem, in view of the democratization of management, whose questions were: How direct elections can contribute to construction of democratic management in schools? How did the process of implementation of direct elections to fill the position of director of the State School for elementary and high school Fontenele Brigadier's point of view of the system and the school community? To this end, we designed this study using a qualitative approach with field research and collect data through semi-structured interviews and documents intended for 17 subjects, distributed as follows: former assistant secretary of education, representatives of the school board, election commission, teachers, elementary students, middle school, youth education and adult and community management team. The democratization of management education and the school was analyzed in its concreteness in the Education Department of the State of Para, in the school selected, based on the following principles: active School Council, Pedagogical Political Project collectively built and running and school autonomy. The analyzes indicate that the election process to fill the position of school principal faced common problems in political relations in Brazil, and Para in particular, as clientelism, and lack of a political change, discussions of campaigns centered on people and not on ideas, among others. We can say that the experience studied was not an isolated case, because the sample is expressed in various institutions of the state, that the direction elected completed its mandate without reviewing the Political Pedagogical Project, even though it is an instrument that does not guarantee the democratization of relations power, but it is essential, and if collective work product may contribute to the construction of new power relations and to guide the political, administrative and educational institution. The construction of democratic management encountered different barriers, as collective bodies failed to perform its role as a permanent body for political education, as is almost restricted to bureaucratic problems, such as accountability of funds received. The hierarchical structure in this traditional E. E. E. F. M. Brigadier Fontenele did not allow a significant shift in power relations and educational organization itself has almost insurmountable barriers, such as the execution of watertight disciplines, without teachers to discuss or articulate. Finally, we consider that the authoritarian manner of conducting the school can reinforce the company exclusive and we conclude that for democratization of management, we need new standards of training for school managers, as the political and economic and social impose new management practices.