Conselho escolar como instrumento da gestão democrática: análise de uma escola da rede municipal da Cidade de Campina Grande- PB.

Abstract

This research sought to analyze the participation of members of the School Council of a public school in the Municipal Elementary Education Network, in the city of Campina Grande/PB. He resorted to documentary, bibliographic and field research, seeking to approach the dialectical method, above all, based on totality and historicity as methodological categories. Collegiality, participation and autonomy were also chosen as (content) categories. A documentary survey was carried out on the School Council within the municipality in which the investigated school is located. The bibliographic survey included a systematic literature search from four databases, namely: SCIELO, BDTD, CAPES Theses and Dissertations Catalog and UFCG repository. Data collection in the field took place through semi-structured interviews with members of the school's School Council. This, belonging to the municipal education network of Campina Grande/PB, serves 103 students in 4 classrooms, 01 specialized school service room and has 10 teachers, 2 pedagogical support, 1 social worker, 1 educational psychologist, 4 pedagogical support , 2 secretaries, 5 general service assistants, 2 lunch ladies and 4 watchmen. The results pointed to the prevalence of restricted participatory practices, in which a climate of ritualism and formalities predominates, confirming our suspicion that the School Council has only served to legitimize decisions already taken by school management. We found that decisions are concentrated in the teaching segment and the school management, which is a member of the teaching segment, and that the other segments end up being receptive to the decisions made by management and teachers. This may be a reflection of the hierarchy present in educational institutions, where managers and teachers occupy positions of authority and power. We highlight the need to train counselors regarding the political pedagogical function of the School Council, as well as providing opportunities for the study and analysis of its Statute to promote true participatory and democratic management.