Expressões da questão social no contexto da escola pública: olhares sobre a gestão escola

Abstract

This work is the result of an academic research to obtain the master's degree in Education by the Graduate Program in Education of Unisinos. The research theme of the present work is: the expressions of the social question in the context of the public school: looks at school management. The general objective is to understand how the public school and the school management act in front of the expressions of the social question that are manifested in the daily life. The theoretical basis are composed of the categories education, educational policies, school management, social policies and social issues. The main authors are: Brandão (2007), Bourdieu (2014), Libâneo (2014), Guimarães-Iosif 2009), Saviani (2010, 2007, 2013), Teodoro (2011, 2013), Lück (2011a, 2011b), Paro (2015, 2001, 2000a, 2000b), Amaro (2011), Szymanski), Iamamoto (2010), Castel (1998), Tavares (2007), among others. The research was developed in two municipal schools of basic education in Novo Hamburgo, which were chosen from the Index of development of basic education (IDEB) result of 2013. In each school, there were interviews with the school managers (the principal and the pedagogical coordinator), and with one of the teachers, who was indicated by the school managers. The number of people involved was six. The data was submitted to content analysis. In addition, we used document analysis, from the records of expressions of the social question in the school, as well as documents used for referrals of such expressions to the service and service network. The analysis was elaborated per each schools, defined as School A and School B. The results are similar to the expressions of the social question identified in the schools. That expressions comes from the school context, and mainly family. The most frequent manifestations are related to the lack of commitment of the family with the education of its children, unstable relationships, separated parents that go through conflicts, besides socioeconomic difficulties, unemployment and health problems. However, it was evidenced that the family-school relationship is a determining factor for the students' good performance, because a family which pays attention to the development of its children, understands the importance of the educational and formative process that school intends to carry out.