Seleção competitiva de diretores: estudo de caso de uma inovação educacional no Brasil

Mello, Guiomar Namo de; Silva, Rose Neubauer da

doi:10.18222/eae01019942318

Cited by 3 publications

(5 citation statements)

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“…Once school communities are granted the power to choose their principals, the links that once attached school management to the state government tend to become more tenuous. A general fi nding of research in several states that institutionalised schoollevel elections is that party politicians lost much of the power to interfere with school management ( Heeman, 1986;Melo and Silva, 1994;Paro, 1996;Vieira, 1996;Barros and Mendonça, 1997 ). 3 The article explores two specifi c questions concerning these institutional changes in Brazilian public education.…”

Section: State Politics and School Governance Reformmentioning

confidence: 99%

“…The FAPAEMG was mainly concerned about the poor quality of education provision and the lack of adequate representation of school users' interests, introducing a new element in a decision-making arena traditionally dominated by teachers and their unions and the state educational authorities. In the end, governor Cardoso's attempt to recentralise educational management and weaken existing mechanisms of popular participation proved to be outdated in view of the mobilisation of parents, teachers and students, and poor educational policies added to the general perception that the his government was a fi asco ( Cunha, 1991;Melo and Silva, 1994;Rocha, 2000 ).…”

Section: Bottom-up Pressures and Elite Strategies: Education Reform Imentioning

confidence: 99%

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State Government, Political Competition and Education Reform: Comparative Lessons from Brazil

Borges

2008

Bull Latin American Res

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The article explores the connection between democratisation, decentralisation and sub‐national policy making. It seeks to explain variation in the policy choices that were made by Brazilian state governments in the definition of school governance structures following the return to democracy. Whereas some state governments decided to institute the election of school principals by parents, students and teachers, others decided on the maintenance of opaque and discretionary practices that secured the distribution of school posts according to political criteria. The research relies on primary comparative evidence from three states: Bahia, Ceará and Minas Gerais. The argument is that the institutional choices made by state governments depended on the structure of political competition and on the extent and intensity of elite divisions at the state level.

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Section: State Politics and School Governance Reformmentioning

confidence: 99%

Section: Bottom-up Pressures and Elite Strategies: Education Reform Imentioning

confidence: 99%

State Government, Political Competition and Education Reform: Comparative Lessons from Brazil

Borges

2008

Bull Latin American Res

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“…Although analysts have been careful enough to point out that clientelistic relationships often persist within schools, at the same time there seems to be a consensus in that elections at the school level have been mostly free and fair, and external interference (e.g. by the secretariat of Education or by local politicians) has been either absent or not significant to compromise the results (Heeman, 1986;Melo and Silva, 1994;Paro, 1996;Vieira, 1996).…”

Section: Politicians Bureaucrats and The School Systemmentioning

confidence: 99%

“…Although it is certainly the case that elected principals have often relied on their recently gained powers to defend teachers' corporative interests, there is also evidence of their willingness to place broader demands on top educational authorities. In the states of Minas Gerais and Ceará, one important research finding was that not only parents and students had become more demanding towards their schools, but also school communities and their leadership had adopted a much more active role in seeking central authorities' attention to schools' daily problems (Melo and Silva, 1994;Vieira, 1996).…”

Section: Politicians Bureaucrats and The School Systemmentioning

confidence: 99%

From patronage politics to community deliberation: the recent experience of democratic school management in Brazil

Borges

2007

Public Admin & Development

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SUMMARYThe article discusses the limits and possibilities of school empowerment within education systems plagued by pervasive patronage politics. The analysis focuses on reform initiatives implemented by Brazilian sub-national governments throughout the 1980s and 1990s to allow for the election of school principals by parents, teachers and students. Until the implementation of this reform, state and local authorities had relied on the school system as a source of patronage resources, and principals were nominated according to political criteria. The new system of democratic school management was expected to undermine this patronage-based system and foster community participation in school decisions. The article relies on secondary evidence to assess the impact of school elections in what concerns the participation of parents, students and teachers in school affairs and the relationship between schools, party politicians and education administrators. It concludes that high levels of social inequality and the lack of a universalistic and effective system of welfare provision constitute serious obstacles to the empowerment of disadvantaged groups in developing societies such as Brazil. On the other hand, the article argues that school empowerment has the potential to undermine resilient patronage structures, by introducing universalistic mechanisms of decision-making and making school administrators more accountable to their constituencies.

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“…Essas tarefas praticamente se concentram na responsabilidade do diretor do estabelecimento em 16% das escolas urbanas (Draibe, 1999 (Gosling, 1995;Mello, 1992), por exemplo, tais mudanças não diriam nada sobre o que ocorre com a qualidade da educação. 11 Ainda levando em conta a definição "profissional" da noção de qualidade da educação, Casassus se refere a um estudo internacional sobre matemática e ciências, cujos melhores resultados foram obtidos por Singapura, Coréia, Japão e Hong Kong.…”

Section: A Descentralização E a Autonomia Da Unidade Escolarunclassified

Educação escolar e democracia no Brasil

Junior¹,

Guimarães²

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AgradecimentosUma grande quantidade de pessoas participou da elaboração deste trabalho, muitas delas sem sequer se dar conta disso. Sou imensamente grato ao prof. Celso de Rui Beisiegel porque mantém inalterável a sua disposição de apoiar a atividade de pesquisa, de alunos e de professores, de todos os níveis acadêmicos. Tive a felicidade de poder contar com esse apoio desde as pesquisas de iniciação científica durante a graduação. Mas agradeço especialmente porque acolheu meu pedido de ingresso no doutorado com extrema simpatia, continuada ao longo de proveitosa, rigorosa e serena orientação. (indiferença) entre ambas. Faz-se isso colocando em destaque os principais aspectos que têm sido abordados na perspetiva de adequar a educação escolar à democracia.Primeiro, a democratização do acesso à escola. A seguir, a democratização do ensino, tanto referente à representação das categorias sociais nos diferentes níveis e escolas quanto referente às relações de poder entre professor e alunos. Na seqüência, vem o tema da formação de personalidades democráticas, nas relações entre a educação escolar e a ética assim como na democratização da gestão escolar. Trata também do sistema escolar como uma organização burocrática, concluindo que uma democratização conseqüente desse sistema determinaria a alteração da própria natureza dessa organização. Com esse raciocínio, introduz a parte final que, discutindo o problema da qualidade da educação, questiona o modelo de educação escolar concebido como transmissão e sua incongruência com uma idéia de democracia assentada na liberdade do sujeito (educador e educando). Finalmente, é colocada a hipótese de que a máxima aproximação e, pois, a relação adequada e coerente entre democracia e educação escolar poderia estar na identificação entre esta última e a produção de conhecimento. 6 AbstractAn effort is needed to undertake organizing the thought about the relation between school education and democracy in Brazil. The main hypothesis of this work is that democarcy's current demands call for changes in the republican school education model, which has prevailed throughout this century. It oulines the elements of a coherent relation between school education and democracy, exploring the limits of the most important approaches on this theme in Brazil. It adopts, as reference, the concept of democracy as defined by Alain Touraine, conceived as a political system that links the State with civil society, the universalizaty of reason and the particular traits of cultural identities, and offers public conditions of liberty which are expressed in the affirmation of a personal subject. The same concept comprehends three constitutive and interdependent dimensions of democracy: the respect of fundamental rights (that limit the power of the State), the social representation of political actors and citizenship. With democracy thus defined, school education is examined in its relationship to it, considering the distance, the proximity or the equidistance (indifference) between the two. This is done by...

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Seleção competitiva de diretores: estudo de caso de uma inovação educacional no Brasil

Cited by 3 publications

References 0 publications

State Government, Political Competition and Education Reform: Comparative Lessons from Brazil

State Government, Political Competition and Education Reform: Comparative Lessons from Brazil

From patronage politics to community deliberation: the recent experience of democratic school management in Brazil

Educação escolar e democracia no Brasil

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