Práticas emancipadoras e gestão escolar: desafios de uma construção

by Appio, Célia Regina

Present research is inserted in democratic management policies and seeks to set the foundations for the construction of subjects in the educational space. Having that focus in mind, we used the contributions of Wittmann (2006), whose studies address participative management. Democratic management is understood as a process oriented to participative relations. Under such a perspective it is fundamental for the construction of emancipating practices in the school, since it enables the participation of several players. Its overall goal was to understand the elements and situations that contribute to the construction of emancipating practices in the school and, more specifically, to characterize the elements which can determine the construction of same. It has been developed in a state public school of the city of Blumenau-SC. It is about an exploratory research of qualitative approach and its instruments were data collecting, observations of the school dynamics, semi-structured interviews with five teachers and analysis of the Political-Pedagogical Project. Mentioned observations took place in different environments: the classroom, the library, the sports gymnasium, the computer room, the teachers´ room and the school canteen. The data analysis has been done based on the following elements, appointed by bibliographic review: a) the management, according to its pedagogical dimension, is made of the construction of the pedagogically oriented management team; b) the participation in the construction of the pedagogical proposition is an action that is part of the educational practice construction; and c) the collective process of pedagogical medium construction refers to the collective contribution in the construction of school actions/activities. The results showed that the construction of emancipating practices comprises, besides the space/time guarantee for collective discussion, the participation of the school community as well. It also pointed out that resistance and conflicts are part of the very nature of educational democratic management construction