A constituição e configuração dos conselhos escolares de escolas públicas municipais na região da associação dos municípios do Oeste de Santa Catarina: democratização da gestão escolar?

Abstract

This dissertation is part of the Educational Policy line of the Graduate Program in Education (PPGE), Federal University of Fronteira Sul (UFFS), Chapecó campus (SC). Its main objective is to analyze the constitution and configuration of School Councils of municipal public schools in the AMOSC region, as well as the principles of democratic management ensured in the legal documents of the respective municipalities. The theoretical assumptions are anchored in authors such as: Cury (1999, 2007), Bobbio (1986), Dourado, Junior and Furtado (2016), Gamboa (2012, 2013), Gandini and Riscal (2010), Libâneo (2004), Paro (2000), Souza (2009, 2018), among others. The selection and analysis of data from municipal laws in the AMOSC region were guided by qualitative research assumptions. It considers that School Councils are a constituent part of the process of democratic school management and that, through qualitative research, it would be possible to find a way that would allow us to respond and produce inferences about the research questions. The analysis and interpretation of the data followed the Content Analysis from the perspective of Bardin (2011), which points out the contributions of this procedure in order to guide the production of an investigation work guided by the coherent and contextualized interpretation of the data collected in the research. The research was concerned with a specific policy, which occurred in the municipal education networks of the municipalities in the AMOSC Region, and concerns the way in which school councils are constituted, in order to verify whether the current constitutional principle guides the legal documents and which democratic management principles are present in them. The analysis contemplated the policy formulation process, the content expressed in the documents that guided the respective constitution of school councils in the 20 municipalities that integrate the AMOSC. From the conclusion of the analyses, it can be said that the constitution and configuration of School Councils of municipal public schools in the AMOSC region presents coherence and consonance with federal legislation. The presence of the principle of participation in legal documents indicates that the current constitutional principle guides the legislation of the SCs of the municipalities in the AMOSC region. In this perspective, it is possible to verify that the SCs may be characterized as spaces/instances for democratic management, however, this participation can, in some narratives, be understood as representativeness. Even so, it is a historical advance for public education in the AMOSC region that most municipalities have their own legislation for the creation of School Councils and most of these already regulate democratic management in these legal documents, as well as propose that the SC be constituted with the representativeness of all segments of the school community and parity in representations.