Os conselhos escolares no ensino fundamental: análise da percepção sobre a participação na gestão escolar

Abstract

The study aimed at analyzing the perception of the degree of participation of School Councils in managing Elementary Schools in Natal city network. This is a case study with a quantitative approach, in which Holanda and Brito’s (2007) structured questionnaire was used, with closed questions. The sample was defined by the criteria of typicality, or intentional. At the end, 1,170 observations were collected from 90 members of school councils’ representatives of segments Managers, Teachers, Technicians, Fathers and Mothers. The support study theory is the theory of participation, whose authors argue that the theoretical basis are mainly Bordenave (2008) and Amman (1997). The readback of participation, mediated by the analysis made possible via theoretical base allows the following considerations: The perception of participation in higher degrees in school management occurs primarily in evaluating the segments Managers, Teachers and Technicians. Fathers/Mothers and Students share the vision that such participation happens in lower degrees, showing a significant difference when comparing the participation in managing the administrative and community segments, suggesting the need for strategies and tools that enable the participation of all in higher degrees, both with regard to planning, the implementation and usufruct of the goods produced by the school, towards the consolidation of an effective participatory management in which the School Councils represent part of that process.