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Previous issue date: 2012-06-28 / The present study examined the relations of power in the management of the Escola
Estadual Presidente Kennedy, including the deliberate decisions on the School Council
and School Fund, which guided the organization of the school. We sought to understand
the management models that influenced the school organization, promoting
contradictions in the decision making process. The school management is intensely
marked by management models from the business logics as in the case of
managerialism of bureaucracy. The formulation of educational policies based on
managerialism has proposed a school-centered management with intense accountability
of the school community in planning and monitoring the public services. The influences
of these models subsidize hierarchical power relations that undermine the actions of
decision-making of the collegiate bodies for the democratization of school management.
To develop a research on the power, the investigation was based on studies of Bourdieu
and Foucault. These authors understand the power in a relational system in a double
sense, both in terms of discipline and the possibility of resistance. A theoreticalmethodological
matrix was developed focusing on literature review, document analysis,
structured interviews with twelve representatives of the segments belonging to the
School Council and School Fund, as well as observations in meetings with the
production of field notes. It was found that power relations experienced in the
organization and activities of the school boards are marked by changes in public
management over the years, promoting the contradictions between the concepts of
corporate management originated in the business logics and the perspective of
democratic management subsidized by official legislative documents at the national and
state levels. The observations in meetings and analysis of the records showed that
representatives related to management (president and manager of the school) have a
privileged position with regard to exposure of their propositions, and are more likely to
take a position in the political game of the collegiate bodies of work. It was also seen
that the irregularity of meetings, particularly of the School Fund meetings, limits the
experience of operation of the representatives in discussions concerning the planning
and monitoring the actions of school management. Reports from representatives of the
School Council showed that certain segments related to the management recognize their
power of decision, however others have little interfere in the decision-making process in
order to expound the desires of those who are represented by them. In the School Fund,
the analysis of the records and interviews showed restricted moments of the meeting of
representatives, and these only being aimed at choice or approval of the implementation
plan prepared by the school management. The results showed no indications of
moments of reflection to study the best chance for applicability of resources. This
collegiate body (School Fund) has a questionable action when planning and monitoring
the applicability of the financial resources of the School. To sum up, it was found that
the Escola Estadual Presidente Kennedy still lives hierarchical power relations that
undermine the institutionalization of democratic management in the various
representative segments may take place in the game of political decision-making
processes necessary for the organization of the school / O presente trabalho analisou as rela??es de poder na gest?o da Escola Estadual
Presidente Kennedy, compreendendo as decis?es deliberadas no Conselho Escolar e
Caixa Escolar que orientaram a organiza??o da escola. Procurou-se perceber os modelos
de gest?o que influenciaram a organiza??o escolar, promovendo contradi??es na
condu??o do processo decis?rio. A gest?o escolar encontra-se intensamente marcada
por modelos de gest?o oriundos da l?gica empresarial como ? o caso do gerencialismo e
da burocracia. A formula??o de pol?ticas educacionais baseadas no gerencialismo
prop?s uma gest?o centrada na escola com intensa responsabiliza??o (accountability)
da comunidade escolar no planejamento e no acompanhamento dos servi?os p?blicos.
As influ?ncias desses modelos subsidiam rela??es de poder hierarquizadas que
comprometem as a??es decis?rias dos ?rg?os colegiados para a democratiza??o da
gest?o da escola. Para desenvolver a pesquisa sobre o poder, fundamentou-se nos
estudos de Bourdieu e Foucault. Esses autores entendem o poder em um sistema
relacional em sentido duplo, tanto em seu sentido disciplinador como na possibilidade
de resist?ncia. Desenvolveu-se uma matriz te?rico-metodol?gica voltada para a revis?o
de literatura, an?lise documental, entrevistas semiestruturadas com doze representantes
dos segmentos pertencentes ao Conselho de Escola e Caixa Escolar, bem como
observa??es em reuni?es com produ??o de notas de campo. Identificou-se que as
rela??es de poder vivenciadas na organiza??o da escola e atua??o dos colegiados s?o
marcadas pelas transforma??es da gest?o p?blica ao longo dos anos, promovendo
contradi??es entre a concep??o da gest?o empresarial oriunda da l?gica empresarial e a
perspectiva da gest?o democr?tica subsidiada por documentos legislativos oficiais em
?mbito nacional e estadual. As observa??es em reuni?es e as an?lises das atas
mostraram que os representantes relacionados ? gest?o (presidente e gestora da escola)
possuem posi??o privilegiada no que concerne ? exposi??o de suas proposi??es, tendo
maiores possibilidades de tomar posi??o no jogo pol?tico de atua??o dos ?rg?os
colegiados. Observou-se, ainda, que a irregularidade das reuni?es, particularmente do
Caixa Escolar, limita ? viv?ncia de atua??o dos representantes em reflex?es referentes
ao planejamento e acompanhamento das a??es de gest?o da escola. Os relatos dos
representantes do Conselho de Escola mostraram que determinados segmentos
relacionados ? gest?o reconhecem seu poder de decis?o, no entanto os demais pouco
interferem na tomada de posi??o, intervindo no processo decis?rio de maneira a expor
os anseios dos que representam. No Caixa Escolar, a an?lise das atas e as entrevistas
revelam restritos momentos de encontro dos representantes, sendo esses apenas para
escolha ou aprova??o do plano de aplica??o elaborado pela gest?o da escola. Nos
resultados, n?o houve ind?cios de momentos de reflex?es para o estudo das melhores
possibilidades para a aplicabilidade dos recursos. Esse ?rg?o colegiado (Caixa Escolar)
tem atua??o question?vel para planejamento e acompanhamento da aplicabilidade dos
recursos financeiros da Escola. De modo geral, verificou-se que a Escola Estadual
Presidente Kennedy ainda vivencia rela??es de poder hierarquizadas que comprometem
a institucionaliza??o da gest?o democr?tica em que os diversos segmentos
representativos possam assumir posi??o no jogo pol?tico de processos decis?rios
necess?rios ? organiza??o da escola
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/14431 |
| Date | 28 June 2012 |
| Creators | Morais, Pauleany Sim?es de |
| Contributors | CPF:12861138149, http://lattes.cnpq.br/1964589133589645, Silva, Marcelo Soares Pereira da, CPF:26030292153, http://lattes.cnpq.br/1792746783494704, Botler, Alice Miriam Happ, CPF:65204280430, http://lattes.cnpq.br/9284144427264959, Barbosa J?nior, Walter Pinheiro, CPF:56728069453, http://lattes.cnpq.br/7532911538772143, Queiroz, Maria Aparecida de, CPF:01999184491, http://lattes.cnpq.br/0642511546307992, Sousa, Andr?ia da Silva Quintanilha, CPF:84293195734, http://lattes.cnpq.br/9086814725183565, Fran?a, Magna |
| Publisher | Universidade Federal do Rio Grande do Norte, Programa de P?s-Gradua??o em Educa??o, UFRN, BR, Educa??o |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| Format | application/pdf |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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