Autonomia na escola pública no norte do RS: da crise de projeto nas escolas estaduais à inter-subjetividade criadora

AUTOR(ES)
DATA DE PUBLICAÇÃO

2006

RESUMO

The state public net of education in Rio Grande do Sul has been, historically, idealized and structured starting from the liberal and positivist thought. It incorporated a centralizing and bureaucratic model that traditionally serves to the interests of hegemonic groups cultural and economically. The cooperative processes with no pedagogical essence, need to be motivated in the school community to compose the curriculum. The state does not take on to manage education, which is its responsability, with social and scientific quality and it controls the state-owned public education impending its emancipation. The submission that the depend-ence to the central power produces interferes in the pedagogic-educational relationships that begin also to justify the effective hierarchical order and where there is no space for the inclu-sion, citizenship and emancipation. The citizeness autonomy of the public school of the state net will be a collective conquest starting from the discovery of the participation, the internal and external community movement of the school. It is indispensable, equally, the creation of inter-subjective bonds that re-dimensionate the functioning of the school and the communitys knowledge. That radical dinamic provides the identy strengthened between the community and their institutions potentiating the auto-creation and the auto-management. The work is separated in three chapters that present a discussion on the autonomy that exists and the autonomy intended at the schools of the net state public. In the first chapter it is accom-plished an analysis of the theoretical basis that gives the support and lights the understanding up for performance of the state system of teaching. The second chapter presents the educa-tional reality in the Rio Grande do Sul state, its historical trajectory, beginnings and actions. The third chapter is reserved to the interviews and their analyses that are made at the state schools in Cerro Grande, Novo Tiradentes and Rodeio Bonito. In the conclusion, some alter-natives that come from the study and of the history of the researchers thirteen years while being a teacher and a director of the public school of the net are presented. The lack of the communitys participation in the school and the opening of schools to the community and their members, the centralism of the school directions and the hegemonic representative de-mocracy in the society are the reasons why the population has been away in relation to the school. The overcoming of that condition of silentness on the part of the community and the centralization of the directions will be possible by constructing the citizenes autonomy based on the inter-subjective relationships and in the creative identity

ASSUNTO(S)

pedagogic-educational relationships public school relações pedagógico-educativas educacao gestão educacional escola pública autonomia cidadã citizeness autonomy educational management

ACESSO AO ARTIGO

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