A gestão escolar na escola do campo da cidade de Manaus/AM

Abstract

This work is the result of research carried out during the doctoral period, in the Doctorate in Education course of the Postgraduate Program in Education (PPGE), of the Faculty of Education, of the Federal University of Amazonas (UFAM), in the period referring to the first semester of 2021 to the first semester of 2025. Based on the concrete reality, its mediations, contradictions and possibilities, the research had the following problem: are the administrative and pedagogical structures of school management designed by SEMED-Manaus for rural schools worked from a technocratic and antidemocratic perspective? Faced with the problem to answer, the research had the following objectives: General – To analyze school management in two schools of the municipal network of Manaus, in the rural area. Specific: 1) To investigate the foundations of the management processes of capitalism and the relationship with the management of rural schools; 2) Identify the school management processes defined by Semed/Manaus-AM and the proposals arising from the Social Movements of the Amazonas Countryside; 3) Understand the management of the work of the rural school in Semed/Manaus-AM in a concrete way through the perceptions of teachers and managers. To answer it, the theoretical investigation process is based on Dialectical Historical Materialism, with the following main theorists: Paro (1992; 2023), Marx (2011), Enguita (1993), Borges and Mourão (2016). In the methodological procedures, we initially used the techniques of bibliographic survey (carrying out a mapping of scientific productions with the perspective of situating the theme published in articles, dissertations and theses, in the Database of the Coordination for the Improvement of Higher Education Personnel (CAPES), Brazilian Digital Library of Theses and Dissertations (BDTD), with a time frame from 2009 to 2020, considering the scenario of public policies in Brazil in relation to Rural Education, documentary research (document analysis) and field research, in which qualitative research was used with the following techniques: questionnaires and semi-structured interviews with 4 (four) teachers, 2 (two) pedagogues and 2 (two) managers of two rural schools, located in the surroundings of the city of Manaus/AM. We can confirm the thesis hypothesis that teachers, in the subordinate condition of education workers, reflect the importance of democratization in school management, but there is an absence of practices of effective participation of the subjects of the school community in a manner that contributes significantly to autonomy and the consolidation of democratic management.