A função política-pedagógica do Conselho Escolar da Escola Municipal Antônio Campos

Abstract

This dissertation has as research’s object the political-pedagogical function of the School Council of the Municipal School Antônio Campos. We want to understand how this function is exercised in the daily life of a school that won the credibility of the community where it is situated and that reached 6.5 in the IDEB, besides the inexistence of disapproval and school dropout. We developed the research orienting ourselves by the following question: Does the School Council of the Antônio Campos Municipal School exercise the political-pedagogical function? To answer this question, we assume as method the Historical and Dialectical Materialism; we focused on the school documents and conducted an conversational free type’s interview. The theory that allowed the discussion had as background a reflection about conscience and politics. In this way, the discussion about conscience was based on the conceptions of Marx, Engels and Freire whose formulations are respectively in his works: German Ideology (2005) and Education as a Practice of Freedom (1967). On the discussion about politics, we established a dialogue with the conceptions of Aristotle (2011) and Arendt (2006). In this movement, we discuss democratic management in the emancipatory and managerial perspectives imposed by neoliberal politics. All this to identify the School Council‘s place in the tension between these two forms of management. This analysis was inspired by readings on the contemporary Brazilian State and the managerial model that is nowadays with the mantle of democratic management, such as: Krawczyk (2002); Bresser Pereira (1998); Soares (2003), among others. Along these lines, we understood that the School Council presents itself as a collegiate designed as a space for reflection and counseling; the highest deliberative body of the School. In this sense, the School Board is the place where the conditions of conscious involvement of the school community are generated to build the circumstances that make possible the learning of the students, in such a way that there is zero index of disapproval and school dropout. We conclude that the pedagogical authority of school counselors is the legitimation of the political-pedagogical practice, in which the whole school community is authorized to build the direction of the school's educational processes.