Gestão e processo de implantação do Conselho Escolar nas escolas públicas municipais de Manaus – zona leste (2008-2013)

Abstract

This research analyses the management and implantation of school council in three public schools at the east district of Manaus in articulation with the public policy for local and national education. The investigation presents a regulatory mark in public policy, bringing in democratic managing conceptions for the nature and concept of school council. The research is supported by the dialectic method and uses a qualitative approach on document analysis, semi-structured interviews, and on questionnaires. For document analysis, were selected: laws, decrees, resolutions, regulations, public school general guide rules, school intern guide rules, and school political pedagogic project, as well as social statute model and records of school council meetings. The interviews privileged the managers in the three schools and a representative member of the Support Division of the School Management of Secretaria Municipal de Educação de Manaus – SEMED. The questionnaires were applied to the school council members who represent the school and local community segments of the three selected schools. The results of the research show the establishment of directresses and actions of SEMED for implantation of the school council in Manaus municipal teaching net, from 2008 on. On these directresses, it is identified the transference of the recourse executor unit from Parents, Masters and Community Association – APMC to the school council. These results reveal significant points presented by the school council members, after the creation of this collegiate organ. In questions common to the three schools, it is noticed that the school councils give priority to the executor function of financial recourses in detriment of the attributions of this collegiate: the deliberative, the consultive, the fiscal controlling, and mobility actions. The results show that the research subjects commented the participation of the school and local community as the main way of assuring a democratic managing. In the distinct points presented in the process of school council implantation in the three schools it is pointed out an active participation of this collegiate organ, in contrast with an unsatisfactory participation in the other schools. Otherwise, the representative members of two schools in the school council took part in the construction of the Pedagogical Politic Project – PPP. The results of the research show that the school council will have several challenges to effectively consolidate all the attributions and, then contribute in the processes of school democratic managing. The research suggests reflections for educational policy regarding to the school council of Manaus municipal teaching system with the perspective of having an articulating, and mediating collegiate council for democratic public school, and consequently a better teaching quality.