Conselho escolar e sua função pedagógica: uma visão sobre a gestão democrática

Abstract

The main purpose of this study is to identify characteristics of democratic management, based on the performance of School Councils (CE), stimulating participation, within a dialectical conception of totality, defended by the historical-critical pedagogy of Saviani and his followers and with special attention to the pedagogical function. It is linked to the line of research “Research in Pedagogical Processes, Policies and Educational Management” of the Graduate Program in Education (PPGE), Professional Master's Degree in Education, at UFFS/Campus Erechim. The research is characterized as qualitative and the techniques used were: bibliographic survey, document analysis, semi-structured interviews and questionnaires. The bibliographic survey brought to the debate the point of view of reflective, critical, democratic and hopeful authors for a more egalitarian and qualified education. The research dialogued with some concepts that form educational public policies related to participation within the scope of School Councils, which allowed the understanding of reality, confirming the following objectives: contextualize the participation of the School Council in the constitution of a democratic management within a framework delimited time and place; to analyze participation in the construction of Democratic Management and how it verifies the role of school counselors in conducting educational actions and identifies the pedagogical role of the School Council and the possible challenges for the effective realization of this responsibility in current councils. The document analysis technique was applied to the legislation that regulates and guides the actions arising from the construction of Democratic Management in education. The semistructured interviews were directed to the presidents of the selected School Councils and the questionnaire had the participation of a titular member of each school segment represented on the council who complemented the data collected in the interviews. The results of the research demonstrate that, although the construction of the principle of democratic management through participation through councils is not something new, the situation of School Councils did not have major changes or initiatives to work with it after the first years of the 21st century, remaining as actions what had already been conquered and defined in their normalized functions, mainly in the pedagogical function, where the verified actions are not constant. Finally, the research verified the lack of qualification for school counselors, as well as the lack of incentives for their participation in this collegiate, requiring support from government agencies and society for a transformative education.