Gestão nas escolas polo do município de São Gabriel/RS : pelo enraizamento da prática democrática no processo educacional.

Abstract

In this final report about the project of intervention, the rural-area school management is discussed. It has, as a reference, the management process in "Polo Schools" located in the rural area of the city of São Gabriel in Rio Grande do Sul State. Considering that the world comprehension demands critical analysis of the reality, from the "living life" concept, in this particular case of my personal experience as a professional of education in the Municipal Education Office (SEME) based on the conception of the Post Graduation in Education Program (PPGEdu), starting from the quali-quantitative diagnosis which revealed the social-educational situation of the studied reality. In face of these results, a course of continuing learning was offered to the managers of five schools (Polo Schools). The course was called "Education Management: The formation of school managers as a teaching quality support action in the "Polo” Schools in the city of São Gabriel" (GEFGESG). In this course, the purpose was to discuss in a dialectic-participative way some issues as management and democracy, citizenship, rural area schools, pedagogic-political project (PPP), nucleation process and others that had been built during the course (GEFGESG). It was observed by testimonies and registers, which were collected during the courses, that the school managers noticed the lack of the studied subject matter in their management practicing. It was also observed that there are few institutionalized ways of participation expected in the municipal education management. From the analysis of the diagnosis products and the continuing learning, it was concluded that the problems in the education management of the "Polos", are linked with political-party and economic issues, training and with the organizational process in the Municipal Education Office (SEME) and in the schools. In addition, the not very democratic conception that historically remains in the public administration of the city, make it difficult to the "Polo" managers to critically assess their practicing. With this research it was possible to conclude that there is an imbalance between the democratic practicing expected for a releasing education and the practicing in schools located in the rural area.