A gestão democrática em uma escola de educação de jovens e adultos

This paper addresses the democratic school management within the school organizations. For this, initially made brief remarks on labor relations, the development of administrative and organizational theories. Later, we reflect on how the se labor relations are organized in the educational environment and what education theoretical contributions to the development of school management in Brazil. Therefore, we discuss the Brazilian educational policies that postulate and legitimate democratic school management. Studies of everyday guided the theoretical basis of this work, we wonder what school subject dealing with the discourse of democratic and participative management. Forward the hypothesis that participatory management should be a prominent space in schools, the aim of this study was to investigate the school management of a municipal school of Youth and Adult Education, which brings in your organization pedagogical foundation and educational principles espoused by Paul Freire. The specific objectives of the study are: a) to investigate and describe how is the organization's management of school youth and adults; b) understand the role of managers; c) check how teachers and administrators understand the process of managing this school. From a methodological point of view the daily life of the studies led this work to procedures and qualitative analysis of ethnographic referring to practices that have occurred in adult education school along with the theoretical foundation. Participated in this research members of the school management group and four teachers of Youth and Adult Education rooms. The results obtained showed that dialogue and democracy go together, that the school is an organization with different world views, which need to be primarily present in the identity of the schools. It was also possible to find different democratic practices in the management and organization of the Educational Center that make school subjects become...

A importância da mediação: a situação do professor mediador escolar e comunitário na Rede Estadual Paulista de Ensino

This study aims to analyze the implementation of mediation in the school environment of São Paulo State Education Network through the figure of Teacher School and Community Mediator (PMEC). Mediation arises, as an alternative and effective method for conflict resolution from existing interpersonal relationships at school. The methodology used was the exploratory and empirical research literature on the subject mediation and the analysis of the resolutions of the Secretariat of São Paulo State Education establishing the School Protection System (SPE) and made possible the performance of the PMEC within that environment. Authors like Bonafé-Schmitt (2010); Caetano, Freire and Ferreira (2009); Calcaterra (2002); Freire (2010); Jares (2002); Lederach (1996); Littlejohn and Domenici (1999); Morgado and Oliveira (2009); Torremorell (2008) and Vecchi and Greco (1999) were selected in order to provide greater familiarity with the subject mediation and conflict mediation later in the school environment. The concept of mediation, mediation templates and profiles of mediators will be explained as well as PMEC function features as regards the selection methods training main assisted cases, assignments that are stipulated by the guiding documents and what actually happens in daily practice verified the reports obtained through a semi-structured interview. Finally, we present the PMEC situation regarding the review by the leaders and attended school community and the acceptance of their work within that environment