Conselho Municipal de Educação e a gestão das escolas da Rede Pública municipal de São Luís: uma análise dessa relação

Abstract

This thesis is bounded to the research line in History, Politics and Human Development and to the Study and Research Group of Educational Policies and Management (GEPPGE) from the post-graduation program in Education (PPGE) from the Federal University of Maranhão (UFMA). Its main goal is to analyze the stablished relationships between the Municipal Council for Education of São Luís and the management of the public school system of the city, stressing the approaches and manifestations in the practice of school mangers. Having the dialectical historical materialism as an epistemological and theoretical prospect, we have chosen the qualitative approach methodology, through bibliographic, documental and field research in which we conducted semi-structed interviews to the coordinators and managers of the public school system of São Luís, to the representative advisers of the government, teachers and to the civilian Society of Municipal Council for Education of São Luís (CME/SL).The theoretical approach is based in authors that deal with the topic, and among all we gave emphasis to: Oliveira (1997), Gohn (2001, 2005, 2011), Paro (2002), Cury (2005, 2007, 2008, 2016), Bordignon (2005, 2009, 2020), Libâneo (2008, 2012, 2016), Cardozo (2012, 2018), Marcelino (2013), Souza (2013), Dublante (2016) and Fernandes (2018).We discussed about policies and democratic management in regards to the Brazilian education, mentioning the theoretical and legal aspects, its principles and challenges to the educational system and public schools; we did a historical review about the Municipal Board of Education (CMEs), stressing its role as a mechanism of democratization, emphasizing its functions, goals and duties. We referred to São Luís CMEs and its legal bases that talk about school management, and we analyzed those based on the data collected, the relationships between the CME and São Luís school management, the research universe, the data found, the links and contradictions connecting the board body, and the school administrations studied. In summary we came to the conclusion that the existing relationship between CME/SL and school managers is settled down in an even more bureaucratic relationship, being guided by technical assistance that gears towards especially to the school regularization process. Therefore, it is fundamental for school boards to rupture with practices based primarily on normative and advisory practices, in a way that strengthens democratic management in municipal education system, without shunning its political dimension.