A participação dos estudantes na gestão política e pedagógica da Escola Estadual de Tempo Integral Rosa Pignataro

Abstract

This research has as object of study: The active participation of students in the political and pedagogical decisions of the Escola Estadual de Tempo Integral Rosa Pignataro (EETIRP). We aimed to analyze the forms and spaces of active participation of students in the management of this teaching unit in 2019, guided by the following question: what are the forms and spaces of active participation of students in the management of the ESTIRP? From this question, we build data and information working with the following sources: Interview with students and management team; questionnaires with students; guiding material for the implementation of the School of Choice, produced by Instituto de Coresponsabilidade para Educação (ICE); material produced by the EETIRP management team and observation of the school environment. We guide our gaze on the research object and the sources from an approach, which we call Sertania. This approach is characterize by inviting the researcher to focus on the object, guided by three basic conceptions: Vastness, roaming and anthropophagy. In addition to the approach and sources, we nourish our research with the following categories: participation, from the theorization of Pateman (1992), democratic management, as a path of neoliberal politics, based on the writings of Anderson (2008), Silva, (1988), Gohn (2011), tTixeira (2017) and relation, based on the work of Freire (1967). This whole process of seeking to understand the object of study revealed a school, which, despite being an unfolding of the neoliberal relations present in the current Brazilian society, it maintains contradictions with this policy and activates spaces of participation and protagonism of students, to the extent that students and their life projects constitute the starting point of the school's educational project. But, with everything, there is the presence of mechanisms that deny the emancipation of the school, to the extent that the history of the school is replaced by a history built elsewhere, importing models that do not respond to the needs and desires of the school and local community, which even relativize the regulatory frameworks of the Escola Estadual Rosa Pignataro, such as its Pedagogical Political Project (PPP) and Internal Rules, to implement guidelines built by institutions that are unaware of the reality of this teaching unit.