Gestão escolar: olhares e dizeres sobre os planos de gestão em Santa Catarina

Abstract

The school is a reference to the individuals’ lives. Having voice, having turn, having space and building knowledge need democratic possibilities. School management belongs to educational policies, with the aim of providing opportunities, spaces for socialization, knowledge and autonomy for individuals. The work named “school management: views and sayings about school management plans in Santa Catarina” analyzes the constitution process of school management in Santa Catarina through school management plans, in state schools, in the last ten years. The general objective of the research is to understand the ways in which democratic principles are expressed in Santa Catarina educational policies aimed at school management. Thus, questions about participation, involvement, ways of acting and of guiding decision-making among the segments and collegiate bodies that guide the school and the school management reverberate in this research. Its references are the governmentality, by Michel Foucault, and the notion of democracy, by Gert Biesta. The methodological path is defined by bibliographical and documental analysis, of hermeneutic-analytical nature, as a way of investigation, observation, analysis and perceptions of the object of study. It discusses the narratives and behaviors of school management when it comes to identifying the democratic principle, based on national and state legislation, documents and guidelines. The authors' study supports the problematization of school management, government practices, relations between government and those governed, as well as the constitution of the organization and the school structure that involves individuals, segments and deliberative bodies. School Management Plans are instruments that guide conducts, electing the school principal. In an attempt to implement democratic school management, there is a shift between narratives and practices. From the documents, the oriented actions emerge, decided and conducted by the governmental power. As a result, school management is moving towards a democratic process. Documents and legislation emphasize democratic actions; however, along the way, democratic practices are fragile. Democratic school management is still the most suitable model for the functioning of the school, as it enables the participation and construction of collectives in decision-making, even if they need to abdicate freedom and resistance.