Narrativas sobre gestão democrática e participação estudantil na escola : um estudo na rede pública municipal de educação de Caldas Novas-GO.

Abstract

This dissertation results from research on the narratives of democratic management and student participation in the municipal public education system of Caldas Novas, Goiás. The main objective of this study is to understand how school management is characterized in the municipal public education network of Caldas Novas-GO and what role students play in this process. The specific objectives are: a) to differentiate democratic management from managerial management of public schools; b) to analyze and identify the main characteristics, regulations, spaces, practices, and limitations of democratic school management in an institution in the public network of Caldas Novas-GO; and c) to identify and analyze what teachers and students say about student participation in school management processes. The research was developed as a qualitative study, and data production occurred through two procedures: the development of semi-structured group interviews, conducted in three meetings with eight students, and semi-structured individual interviews with four teachers responsible for classes from 6th to 9th grade. The data analysis was based on the process of discursive textual analysis proposed by Moraes (2003). Various authors and works contributed to the foundation and construction of this study, which was structured into four chapters.. The research indicates that the interviews highlighted the importance of student participation in school management processes, identifying and recognizing it as essential for the realization of democratic management and the strengthening of citizenship. It also pointed out challenges that limit this participation, such as the lack of structured spaces, the absence of democratic practices, and the lack of student preparation for involvement in the process. The analysis of the characteristics of the school management revealed the presence of elements from the managerial management model, which oppose democratic practices in the daily life of public schools. Among the characteristics associated with the managerial model, a vertical and centralized hierarchical structure was highlighted, which restricts participation and decision making, as well as limitations on autonomy, which result in controlled and restricted participation, distancing the school from democratic management.