Management and participation: A study of the modes of organization of pedagogical work in two public schools in São Paulo

Abstract

DOI: http://dx.doi.org/10.14244/198271991061

The article presents results of analysis made on internship reports at Educational Management in Pedagogy courses, aiming to capture facets of the relationships established between teachers, students, staff and management team, in two São Paulo state public schools from the periphery of the Metropolitan Region, São Paulo, Brazil, and then show modes to organize educational work. We discuss the forms as trainees have identified actions that favor or not the collective participation in decision-making, from the observation they done about dynamics of the relationships were established among individuals, in the institutions where the internship was done. Three strands of analysis were structured: profile of the management teams; relationship from management with teachers; and administration and inclusion, taking as reference Blase (2000). According to the analysis, it was realized that the organization of educational work in both schools could be identified either with a more democratic manner, which implies the involvement of various school actors, and sometimes with a more centralized way of envisage the many problems that arose every day, revealing this management was not representative of the group. Those profiles explain ways to establish relationships at school, favoring or not the participation in decision-making moments. Also indicate that there are no pure models of school management. These issues need to be stressed in order to question the existing power relations in schools, associated with the reality social, that is marked by contradictions.

Keywords: School management, Social relations in the school, School routine.