GESTÃO ESCOLAR E A DEMOCRACIA: CONCEPÇÕES E PRÁTICAS DA EQUIPE ESCOLAR DO ENSINO FUNDAMENTAL I

O objeto de investigação deste artigo é a gestão democrática. O questionamento que embasa esta pesquisa é: como a gestão democrática e o conceito de democracia são percebidos e experienciados pela equipe escolar de duas escolas do ensino fundamental 1? O conceito de democracia foi explorado a partir da concepção do filósofo John Dewey, da mesma forma que são apresentados estudos sobre a gestão democrática. A partir da revisão bibliográfica, realizada na Biblioteca Digital de Teses e Dissertações, no período de 2008 a 2018, não foram encontrados resultados aderentes à temática no município de Campinas. Do ponto de vista do método, a pesquisa contemplou o uso de dois instrumentos na pesquisa empírica, quais sejam: (i) entrevista e (ii) observação não participante com diário de campo. Os resultados evidenciaram o quão fragilizado ainda se encontra o conceito de democracia e a sua vivência na escola, principalmente no que se refere à gestão escolar. A contribuição do artigo para a área de educação e para a construção de políticas públicas reside na criação de uma formação continuada para os integrantes dos conselhos escolares, haja vista que os problemas encontrados nessas duas escolas são recorrentes no cenário nacional. Além da criação da formação continuada para os conselheiros, aconselha-se também a construção de um conceito de democracia nessas instituições.Palavras-chave: John Dewey; princípios democráticos; escolas.School management and democracy: conceptions and practices of the primary schoolAbstractThe object of investigation in this article is democratic management. The question that underlies this research is: how are democratic management and the concept of democracy perceived and experienced by the school staff of two primary schools? The concept of democracy was explored from the conception of the philosopher John Dewey, similarly that studies on democratic management are presented. From the bibliographic review, executed at the Digital Library of Theses and Dissertations, from 2008 to 2018, no results were found that adhered to the theme in the city of Campinas, State of São Paulo. From the point of view of the method, the research contemplated the use of two instruments in the empirical research, namely: (i) interview and (ii) non-participant observation with field diary. The results showed how fragile the concept of democracy still is and its experience at school, especially with regard to school management. The article's contribution to the area of education and the construction of public policies is the establishment of a continuing education for members of school councils, given that the problems encountered in these two schools are recurrent in the national scenario. In addition to creating continuing education for counselors, it is also advisable to build a concept of democracy in these institutions.Keywords: John Dewey; democratic principles; schools.Gestión y democracia escolar: concepciones y prácticas del equipo escolar de la ensenãnza fundamentalResumenEl objecto de la investigación de este artículo es la gestión democrática. El cuestionamiento de base de la pesquisa es: ¿cómo la gestión democrática y el concepto de democracia son percibidos y experimentados por el equipo escolar de dos escuelas de la enseñanza fundamental? El concepto de democracia fue analizado partiendo de la concepción del filosofo John Dewey, de la misma forma que son presentados estudios acerca de la gestión democrática. Con una revisión bibliográfica hecha en la Biblioteca Digital de Teses e Dissertações, en el periodo de 2008 a 2018, no fueron encontrados resultados compatibles a la temática en el municipio de Campinas, Estado de San Pablo. Desde el punto de vista del método, la pesquisa contempló el uso de dos instrumentos en la pesquisa empírica, los cuales son: (i) entrevista y (ii) observación no participante con diario de campo. Los resultados evidenciaron cuán fragilizado todavía se encuentra el concepto de democracia y sus vivencias en la escuela, principalmente en lo que se refiere a la gestión escolar. La contribución del articulo para el área de educación y para la construcción de políticas publicas reside en la creación de una formación continuada para los integrantes de los consejos escolares, haya vista que los problemas encontrados en esas dos escuelas son recurrentes en el escenario nacional. Además de la creación de la formación continuada para los consejeros, aconsejase también la construcción de un concepto de democracia en esas instituciones.Palabras clave: John Dewey; principios democráticos; escuelas.

ANALYSIS OF MONITORING ROLE OF SCHOOL COUNCILS IN GOVERNMENT SECONDARY SCHOOLS OF PUNJAB

The purpose of this research was to analyze the monitoring role of school councils in secondary schools of Punjab in term of monitoring of students and teachers’ attendance, and collection and consumption of funds. The data were collected from 100 school councils (3 members from each) ensuring 50:50 respondents from urban and rural; male and female schools through semi structured interview consisting of ten items. The recorded interviews were analyzed with the help of two experts. It was found that school councils were not playing any significant role in term of monitoring of students and teachers’ attendance. It is recommended that school councils may be strengthen and training may be given to the members of the executive body of the schools councils about their duties so that they may be aware of

‘Should we ask the students’ opinions first?’ Practice architectures of student participation from the perspective of teachers

An in-service training programme was used as an accelerator that scaffolded teachers in four school units in Lappeenranta, Finland, the aim being to find a shared understanding and shared practices, or ‘praxis’, in terms of promoting student participation. In this study we examine the practices that either supported or prevented participation from the perspective of the teachers. We also examine how the arrangements of the practice architectures – cultural-discursive, material-economic and social-political – appear in the teachers’ accounts of student participation. The data consists of 22 diamond-ranking forms made by 86 teachers, and an audio-recorded and videotaped group interview. The teachers in the school units found praxis both in the support of student participation (emphasising the students’ role in school councils and giving them a recognised role in everyday practices) and in the challenges (turning participation into pedagogical practice). The arrangements of the practice architectures were identified in the group interview.

Barns och elevers inflytande i förskolan och skolan: En forskningsöversikt

One of the responsibilities of early childhood education and school is that children and students are given ample opportunities for influence and democratic participation. Research about children’s and students’ influence in education has grown during the latest decades. This paper presents a synthesis of Swedish research on influence in education published 2005-2018. Four themes are identified as main topics in the research undertaken: 1. the significance of the teachers, in which the views and attitudes of teachers, their concrete actions and asymmetrical power relations in education are examined, 2. a child/student perspective on influence, in which students’ perceptions of influence, their actions to gain influence and how status and position in the group affects influence are highlighted, 3. formal arenas for influence, in which the content and processes of class- and school councils are analysed, and 4. the significance of structural factors, which investigates how influence is affected by factors such as gender, educational ambitions, social status and class. The central findings within these themes are clarified, and, based on the synthesis, suggestions for further research about children’s and students influence are given.

GESTÃO DEMOCRÁTICA: UMA BREVE REVISÃO DE LITERATURA (2010-2019)

RESUMOEste artigo bibliográfico, excerto de dissertação de mestrado em desenvolvimento, reflete sobre a gestão democrática na educação básica, na escola pública. Para tanto, foi consultada a plataforma de busca Scientific Electronic Library Online (Scielo), onde se selecionaram sete artigos, e bancos de teses e dissertações, onde foram escolhidos para análise três trabalhos, sendo duas dissertações e uma tese. Utilizaram-se como descritores para a definição de objetos de análise, os seguintes termos: Gestão Democrática, Educação Básica e Escola Pública. Optou-se por publicações de mestres e doutores no período dos últimos dez anos, a fim de mapear tanto as permanências quanto as divergências e/ou inovações nas pesquisas da área. Esses “estudos diagnósticos” revelaram que: a) a gestão democrática na escola pública brasileira está em processo de efetivação, a partir de sua constitucionalidade e legalidade, mesmo que com bastante morosidade; b) o ambiente de gestão democrática está em permanente confronto com o modelo de gestão empresarial, burocrático e patrimonialista; c) o que potencializa as bases de efetivação da gestão democrática é a construção responsável do projeto político-pedagógico e a formação dos conselhos escolares.Palavras-chave: Educação Básica; Gestão Escolar; Gestão Democrática; Escola Pública; Estado da Arte. ABSTRACTThis bibliographic article, excerpt from a master's thesis in development, reflects on democratic management in basic education, in public schools. In order to do that, we consulted the Scientific Electronic Library Online (Scielo) search platform, from which we selected seven papers, and other thesis and dissertation banks, from which we chose two theses and one dissertation to analyze. The descriptors used to define the objects of analysis were the following: Democratic Management, Basic Education, and Public School. We selected works published by masters and PhDs over the last 10 years, in order to map the permanencies, the divergences and/or innovations found in research in the area. Those “diagnostic studies” have shown that: a) the democratic management in the Brazilian public school is in process of execution, based on its constitutionality and legality, despite its slowness; b) the democratic management environment has been permanently faced with the entrepreneurial, bureaucratic, patrimonial management model; c) the responsible construction of the Pedagogical Political Project and the formation of school councils potentiate the bases for the concretization of democratic management.Keywords: Basic Education; School Management; Democratic Management, Public School; State of the Art.

Human rights teaching: snapshots from four countries

This article examines how some schools with ethnically diverse student populations are teaching about, for, and through human rights. The author conducted a secondary analysis of qualitative data from a multi-site study, which included secondary schools serving students from immigrant backgrounds in four countries: Denmark, Germany, the Netherlands, and the United Kingdom (England and Scotland). The author found that schools taught about the history of human rights, rights in terms of national constitutions, and violations of human rights in the Global South; she observed fewer examples of human rights discourse addressing national and local issues. Across schools, students experienced respect of their human rights, through voicing their opinions and contributing to school-level decisions primarily on school councils. Some students developed knowledge, skills, and dispositions for exercising their rights and respecting others’ rights as they deliberated issues and took civic action locally and globally.

Need Analysis of School Management Information System for Public Schools in Punjab (Pakistan)

The research was designed to identify and analyze the need for School MIS at secondary and higher secondary school levels in Punjab. Three separate questionnaires were developed for school principals, teachers and parents. The population of the study was the principals, teachers and parent members of the school councils of public schools. Punjab has 36 districts and the study was delimited to 12 districts selected randomly. A 10% sample from each of twelve districts was taken. Findings of the study indicated that there is no type of school-based MIS available in public schools and there is a dire need of school-based MIS to easily record and retrieve information. It was concluded that school efficiency cannot be improved significantly without introducing school-based MIS in public schools of Punjab