A relação de uma escola pública com a comunidade vista a partir das ações de seu conselho no município de Itapevi - SP

• Ano de defesa: 2008
• Autor(a) principal: Ribeiro, Adalberto
• Orientador(a): Gohn, Maria da Glória Marcondes
• Banca de defesa: Ganzeli, Pedro , Souza, Carlos Bauer de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Nove de Julho
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Educação
• País: BR
• Palavras-chave em Português: Gestão Democrática; Território; Participação; Cidadania; Conselhos; Colegiados escolares
• Palavras-chave em Inglês: Democratic Management; Territory; Participation; Citizenship; Council; Scholastic Colleges
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bibliotecatede.uninove.br/tede/handle/tede/366

In an implementation scene of social policies that have broaden the society participation in the public decisions sphere, parents , students and the community s involvement in the management of a public school wins centrality due to its training potential that is capable to promote a leap of quality in the actions of the civil society. The school is presented as an important focus able to correspond the demand of participation and, mainly, to give rise a new political culture. However, the public school is in a crisis characterized by difficulties in historically updating itself and, consequently, to accomplish the radical assumption of its social function, that is: to promote a citizen insertion of new generations in society. In this sense, this work does a study, through the schooll council actions, about the relation of a public school in Itapevi SP with its community, in the period from 1986 to 2006. The first focus of this research is on the actions of the collegiate recorded in the minutes of meetings and from which we aim to analyze and qualify the participation of the social actors involved. In a second phase of the work, we developed a search upon the representations and conceptions of these social actors. All the data were, finally, analyzed under the light of a theoretical reference framework whose key categories are: democratic management, territory, participation and citizenship. We intend with this research to subsidize the alaboration of a conclusion that can confirm, invalidate or modify the initial hypothesis that, although the scool is a privileged locus of society, capable to encourage the developmente of a politic culture in the sense defended by Gohn (2004a, p.41), it has not been satisfactorily organized according to the accomplishment of its potential of training to an individual participation culture in to them act effectively in all instances of the life in society.