Gestão escolar na perspectiva democrática: estudo a partir dos Projetos de Intervenção desenvolvidos em escolas públicas da Região Oeste do Pará

Abstract

This dissertation addresses the school management from study developed with the graduates of the course of specialization in school management/2013/UFOPA Class, which is based on democratic management perspective, and integrates the National School Program managers of Public basic education, which is a national policy aimed at continuing training school managers. Objective to investigate what the themes developed in the projects of intervention (PI), analyzing the contributions to the implementation of democratic management in public schools, in the West of Pará. For both, so us methodological assumptions of qualitative approach, bibliographical study, document analysis and field research. With the data collection instrument a questionnaire with open and closed questions, available in the Virtual learning environment (VLE). The research had as a source the projects produced in the room Environment Experiential Project (PV) in 2013, in addition to the regulatory documents of the programme, the pedagogical project of the course, and the final report of this. The procedures of organization and systematization of the data for the analysis took place in the following steps: survey of graduates ' designs on the platform Moodle course; identification of intervention Projects and themes; verification of the recurring themes in the projects; categorization. References in Paro (1997), Vieira (2009), Ferreira (2004), Libâneo (2004), Ghanem (2004), Lück (2000, 2013), Cury (2011), Romanelli (2012), among others. The research demonstrates that the speeches, expressed in PI, show that if has a conception of democratic administration, School Board and PPP (PI theme generator), which is an instrument that guides the actions at school, and a resource of confronting the problems arise in your daily life, however, highlight challenges and limits for the completion of the democratic administration, such as the lack of participation and lack of knowledge of school community about this form of management. On the other hand, the analyses carried out in this thesis demonstrate the contribution of intervention projects to reflection around the democratic administration, although the graduates of course understand the challenges to establish this form of management in public school.