Implicações do Plano de Ações Articuladas na gestão escolar do município de Belém

Abstract

The object of this investigation is the area of Democratic Management present in the Plan of Articulated Actions of the city of Belem, from 2007 to 2014. The objective of this study was to analyze if the actions and strategies adopted in the PAR contributed to the democratic management of four municipal schools based on the analysis of three indicators: 1) election for school management, 2) existence and functioning of School Councils, and 3) existence and participation in the elaboration of the Pedagogical Project. The current reality of educational management and school management demonstrates the prevalence of a managerial model aimed at articulating the constitutional principle of democratic management, a principle that has been promoted by the different programs and actions of Brazilian educational policy in recent years. However, the essence of democratic management, which historically preceded by the socialization of power and the prioritization of the will of the majority, conflict with the current phase of capitalist society. In this direction, the thesis that guides this research is that the democratic management has been configured in a formal instrument of class conciliation, stimulated by indicators, goals and actions that do not encourage the socialization of power, and that, strategically, loss of its subversive character. The theoretical-methodological referential was based on approaches with the historical and dialectical materialist method, articulating the categories contradiction, totality and mediation to the categories of the object of study autonomy, decentralization and participation. The data collection was done using official documents and we conducted interviews with fifteen subjects. The results of the research, pointed out that the process of elaborating the PAR did not count on the participation of the schools and was limited to a selected team within the ambit of the SEMEC. With regard to the democratic management encouraged by the PAR, it is directed to the prevailing management management logic and strengthening the instrumentalization of the elements that make it up. The research evidenced that: a) the choice of directors has been by political indication or by mixed process (technical test and election); b) most of the schools have school councils; however, these spaces have focused their role on accountability; c) most schools have their pedagogical project, however, there is imprecision in the information as to the way of elaboration. Regarding the schools investigated, the interviews pointed out the existence of: a) authoritarian and patrimonial practices in the social relations of these units; b) the existence of school councils that do not function properly; c) PP updated in the four schools, however they were limited to the participation of pedagogical coordination. In summary, we conclude that the PAR's of Belem contributed little to the management practices in schools and did not stimulate the democratization of management, predominating mainly two models of school management: managerial and patrimonial.