A participação estudantil na definição das políticas pedagógicas do Instituto Federal de São Paulo (IFSP), à luz do princípio de gestão democrática
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Data
2023-03-17
Autores
Pereira, Kleber Chaves
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Universidade Estadual Paulista (Unesp)
Resumo
A Constituição Federal de 1988 e a Lei 9394/1996 definiram o modelo de gestão democrática como princípio norteador para o ensino público. Entretanto, algumas dificuldades ainda se colocam diante da sua consolidação, principalmente no que diz respeito à inserção dos estudantes neste processo. Assim, a presente pesquisa documental objetivou analisar a efetiva participação dos estudantes do Ensino Médio Integrado ao Técnico Profissional na construção das políticas pedagógicas do Instituto Federal de Educação, Ciência e Tecnologia de São Paulo (IFSP), especificamente no campus Catanduva. Considera-se aqui que a gestão democrática do ensino público pressupõe a superação de um modelo de participação meramente executório por outro que confira aos atores do processo a previsão de competências para uma atuação estendida às dimensões de planejamento, de avaliação, de fiscalização e, principalmente, de deliberação sobre as políticas públicas. Foram analisadas as normativas institucionais, bem como as atas provenientes das reuniões de órgãos colegiados no intuito de verificarmos a presença de indicadores, tais como a autonomia e o poder de decisão desses estudantes na identificação de suas demandas e na proposição, discussão e deliberação das políticas pedagógicas institucionais. Para tanto, empregou-se a Análise de Conteúdo como método de exame sobre os dados obtidos. Verificou-se a existência de progressos significativos na regulamentação institucional, com a previsão normativa de espaços formais e de instrumentos de gestão que incluem os estudantes nos processos de decisão sobre as políticas institucionais. Entretanto, a análise da dinâmica de funcionamento destes mecanismos de gestão evidenciou inoportunas contradições nos processos de participação estudantil se tomarmos, como seu sinônimo, a relação dialética entre a autonomia e o poder deliberativo.
The 1988 Federal Constitution and Law 9394/1996 defined the democratic management model as a guiding principle for public education. However, some difficulties still arise in the face of its consolidation, especially with regard to the inclusion of students in this process. Thus, this documental research aimed to analyze the effective participation of High School students integrated to the Professional Technician in the construction of the pedagogical policies of the Federal Institute of Education, Science and Technology of São Paulo (IFSP), specifically on the Catanduva campus. It is considered here that the democratic management of public education presupposes the overcoming of a merely executory model of participation by another that gives the actors in the process the forecast of competences for an action extended to the dimensions of planning, evaluation, inspection and, mainly, , of deliberation on public policies. Institutional norms were analyzed, as well as the minutes from the meetings of collegiate bodies in order to verify the presence of indicators, such as the autonomy and decision-making power of these students in identifying their demands and in proposing, discussing and deliberating policies institutional pedagogy. Therefore, Content Analysis was used as an examination method on the data obtained. There has been significant progress in institutional regulation, with the normative provision of formal spaces and management instruments that include students in decision-making processes on institutional policies. However, the analysis of the functioning dynamics of these management mechanisms showed untimely contradictions in the processes of student participation if we take, as their synonym, the dialectic relationship between autonomy and deliberative power.
The 1988 Federal Constitution and Law 9394/1996 defined the democratic management model as a guiding principle for public education. However, some difficulties still arise in the face of its consolidation, especially with regard to the inclusion of students in this process. Thus, this documental research aimed to analyze the effective participation of High School students integrated to the Professional Technician in the construction of the pedagogical policies of the Federal Institute of Education, Science and Technology of São Paulo (IFSP), specifically on the Catanduva campus. It is considered here that the democratic management of public education presupposes the overcoming of a merely executory model of participation by another that gives the actors in the process the forecast of competences for an action extended to the dimensions of planning, evaluation, inspection and, mainly, , of deliberation on public policies. Institutional norms were analyzed, as well as the minutes from the meetings of collegiate bodies in order to verify the presence of indicators, such as the autonomy and decision-making power of these students in identifying their demands and in proposing, discussing and deliberating policies institutional pedagogy. Therefore, Content Analysis was used as an examination method on the data obtained. There has been significant progress in institutional regulation, with the normative provision of formal spaces and management instruments that include students in decision-making processes on institutional policies. However, the analysis of the functioning dynamics of these management mechanisms showed untimely contradictions in the processes of student participation if we take, as their synonym, the dialectic relationship between autonomy and deliberative power.
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Palavras-chave
Participação Estudantil, Gestão Democrática, Poder de decisão, Autonomia, Instituto Federal de Educação Ciência e Tecnologia, Student Participation, Democratic management, Autonomy, Decision power, Federal Institute of Education Science and Technology