Gestão escolar e participação da comunidade leste de Manaus

Abstract

The paper presents the results of research related to community participation in the management of public schools in the school system of the municipal school district east of Manaus. Sets out policies for education in the country since 1990 and reflected in educational policy established so the municipal manauense education, focusing on the actions for the management of public schools in elementary school. The study assesses the ways of community participation in the process of school management, especially in the political-pedagogical - PPP and discusses such issues in light of the democratic management of public education based on the principles and guidelines of national education. The theoretical design and new approaches to democratic management of education and political-pedagogical project, in conjunction with the methodology, supports the thematic analysis. The research uses a qualitative approach in document analysis, highlighting, among others, the following selected documents: programs, action plans and bylaws of the general schools, political and pedagogical project. As well, the qualitative analysis in semi-structured interviews. The interviews were conducted with school managers, educators, teachers, administrative support, parents, representatives of the Association of Parents, Teachers and Community - APMCs and the local community. Research shows that the plans and programs implemented by SEMED to some extent, insert guidelines for democratic management in basic education, such as the creation of the school board, the role of APMCs and especially the creation of a political-pedagogical in public schools. The study finds that community participation in school management processes is negligible. This is, however, that one of the schools focus more effort to get community participation in decision-making of school management, including the prioritization and implementation of resources administered by the APMCs. In two schools surveyed, school boards have not been implemented and the involvement of parents or guardians is reduced to school meetings, mostly focused on student achievement. In addition, participation in construction of PPP is restricted to the director, pedagogues and teachers, without involving other segments of the school community, and in one of the schools the process took place in a more participatory. Despite the advances of community participation in the actions of public high school, the research reveals limitations and challenges in the development of democratic school management.