Escola Cooperativa: uma experiência em ensino público com Gestão Privada

• Ano de defesa: 2007
• Autor(a) principal: Silva, Cleusa Mochiuti
• Orientador(a): Santos Filho, José Camilo dos
• Banca de defesa: Ferri, Lúcia Maria Gomes Correa , Altoé, Anair
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Oeste Paulista
• Programa de Pós-Graduação: Mestrado em Educação
• Departamento: Ciências Humanas
• País: BR
• Palavras-chave em Português: Cooperativismo; Autonomia escolar; Escola descentralização; Terceirização
• Palavras-chave em Inglês: Cooperation; Autonomy, school; School decentralization; Outsourcing
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bdtd.unoeste.br:8080/tede/handle/tede/853

This dissertation is a study and reconstitution of Maringá s Cooperative School Project, and its brief implementation and existence. Our aim is to highlight the importance of the democratic management in public schools and the schools autonomy as a form of school administration. One of the assumptions of this initiative is that there is an inherent Government inefficiency, due to workers accommodation in the public sector, who are not committed to results and the productivity; a second assumption is that the engagement of workers will come to happen if they feel responsible and accountable for results; to do so, it is necessary the management, autonomy and power decentralization of the public schools. The results show that the implementation of Maringa s Schools Cooperatives, though in a very period of time (only one year), proved that it was a fantastic experience since the per capita cost was lower than the cost of a regular public school. The cost/ benefit was highly positive. The government profits since it can monitor, closely and actively, the application of its financial resources. The students will also benefit since they, together with their parents, can become more aware of their rights and duties as citizens and also enjoy an environment more conducive to learning, with teachers committed to their success. Finally, the teachers themselves, as partners of the company, will profit, since once they reduce their operational costs, they will increase their real earnings and will produce more. At the end, we have a prospective conceptual model that signals to the inter-relationship between the organizational cooperatives, government and the community. Our work shows that, despite the complexity of the problem involving its management, the Cooperative School is a space for the construction of fruitful, new inter-group and interpersonal relationships, which can be extended to those who have courage and political will