Navegando por Palavras-chave "Democratic management"
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- ItemAcesso aberto (Open Access)A contribuição da Gestão Democrática e o trabalho do Assistente Social no âmbito da escolar(Universidade Federal de São Paulo, 2022-08-11) Santos, Franciele de Jesus [UNIFESP]; Thomaz, Silvia Maria Tagé [UNIFESP]; http://lattes.cnpq.br/2147936574575153; Universidade Federal de São Paulo (UNIFESP)O presente trabalho teve a intenção de entender os aspectos da Gestão Democrática e a sua contribuição para a educação básica e como ela é importante para a autonomia na educação, além de abordar sobre a forma como o trabalho do Assistente Social é importante no âmbito escolar. O primeiro capítulo discorre sobre a educação nas políticas públicas, em uma análise a partir de autores que foram essenciais para a discussão sobre o assunto. Fazendo esse estudo do funcionamento das escolas públicas, eu pude partir no segundo capítulo para a educação pública em Santos obtendo informações da Secretaria de Educação de Ensino — SEDUC. E com os primórdios da educação em Santos, em meados de XIX, junto ao surgimento das primeiras escolas, pelo qual é citado de forma bem sucinta, com o intuito de trazer um contexto histórico mais preciso. Também no segundo capítulo, a Gestão Democrática nas escolas públicas de Santos são analisadas, levando a conclusões sobre como ela funciona. Levando em consideração a estrutura social das escolas públicas em Santos e as vastas demandas e evasão escolar, no terceiro capítulo o trabalho do Assistente Social é pautado, trazendo aspectos da profissão como um todo e como o Assistente Social é necessário para mediar e solucionar conflitos sustentados de forma teórica-metodológica.
- ItemAcesso aberto (Open Access)O ensino fundamental de nove anos e o direito à educação(Faculdade de Educação da Universidade de São Paulo, 2011-04-01) Arelaro, Lisete Regina Gomes; Jacomini, Márcia Aparecida [UNIFESP]; Klein, Sylvie Bonifácio; Universidade de São Paulo (USP); Universidade Federal de São Paulo (UNIFESP)This article investigates the consequences of the Federal Laws No. 11114/05, which instituted the start of the period of mandatory education at the age of six, and No. 11274/06, which increased the duration of fundamental education to nine years, keeping its start at the age of six. The analyses presented here are based on documents and empirical data of the study Avaliando políticas educacionais: um estudo sobre a implantação do ensino fundamental de nove anos no Estado de São Paulo [Evaluating educational policies: a study of the implementation of nine-year fundamental education in the State of São Paulo]. Under a qualitative approach, that study was conducted in municipal and state public school systems, and involved different segments: education workers, parents, and six-year-olds enrolled at the first year of fundamental education. The interviews and questionnaires helped to gather their opinions on various aspects of the implementation of nine-year fundamental education, and allowed the comparison with the intentions declared in the official documents in the light of three educational principles: the right to education, democratic management, and quality of education. It was observed that practices remain which disregard both the legal precepts and the importance of the participation of those involved in the education process in order to achieve quality education. Likewise, the first year curriculum reflects only a simplistic adaptation of the former first year curriculum, with minor methodological adjustments that do not incorporate the ludic as something specific to childhood. It became evident that material and financial resources are insufficient, that teachers are not being oriented, and that the future of pre-school under the new organization is not being discussed.
- ItemAcesso aberto (Open Access)Gestão democrática na perspectiva do diretor de escola(Universidade Federal de São Paulo (UNIFESP), 2016-07-12) Silveira, Jose dos Santos [UNIFESP]; Jacomini, Marcia Aparecida [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)This research investigated the perspective of the public school principal on democratic management in São Paulo city. This study was prompted by the question that aims to learn what the principals of municipal schools think about the democratic management and how they perform it in everyday school life. Thus, the main objective was to identify and analyze the perspective of the school principals on the democratic management of public schools, with reference to the constitutional principle (Federal Constitution of 1988). Regarding specific objectives, from the school principals? perspective, their views on the subject of democratic management were analyzed, which instances and democratic management mechanisms are used within the school, and the principals? concepts about participation and collective decisions. Starting from the understanding that education is a public policy, the relationships between education, State and democracy were studied to build an understanding of the democratic management in public education. Therefore, it was based on authors such as Carlos Nelson Coutinho, Maria Victória M. Benevides, Vitor Paro, Nicos Poulantzas e Antônio Gramsci. To analyze the issue of democratic management in public schools, bibliographic and documentary research was carried out in addition to a questionnaire to elementary school principals in São Paulo city. The data enabled the observation of a tendency on the part of the school principal to restrict the concept of democratic management to the formal level, valuing the rules and regulations issued by the municipal administration central organs, while internally in the school, disregarding the active and direct participation in the decision-making process of members from the school community, especially parents or guardians and, clearly, students. The data indicated that the principal expects from the central organs the guidelines on how the organization and participation in school management should be and, in general, they consider the directives from above in a formal manner, according to the legal and juridical aspects. It was also verified that there is little investment in order to promote greater social involvement, open discussions, debates and the possibility of greater participation of the school and local community.