A construção de uma gestão escolar com características emancipatórias, autônomas e participativas em escolas estaduais em Fortaleza-Ce

Abstract

This article is part of a dissertation concluded in 2020, in a postgraduate program in education, as we believe that the dissemination of analyzes and reflections that we develop on emancipation guided by the Adornian perspective, relating to the possibility of building school management, with emancipatory, autonomous and participatory characteristics in state public schools in Fortaleza-CE. Thus, we bring discussions considering the multiple political-economic, socio-cultural, historical and ideological bourgeois influences, underlying the assumptions that configure the guidelines that currently regulate the set of Brazilian educational policies with a focus on school management. In this context, we seek to highlight the impressions of the subjects, aiming to identify the conception of the members of the management team about emancipation, autonomy and participation. The methodology applied in this work combines bibliographic procedures and a qualitative approach through semi-structured interviews. We obtained as a result the personal and professional convictions and actions of the subjects that are directly or indirectly related to the use of spaces legally established in the current legislation, which favor democratic school management, to act with certain autonomy and emancipation, mobilizing the school community to circumvent limits and overcome challenges. Therefore, we emphasize that despite the difficulties, the subjects put themselves in a posture of struggle and resistance, which significantly contributes to the construction of school management with emancipatory, autonomous and participatory characteristics.