As práticas de gestão da escola pública e a relação com seus grupos de interesse

Abstract

The school as an organization and center of all the changes in society influences and is influenced by social actors. In these changes, and justified by a management crisis facing the collapse of state structures that were managing education, neoliberalism imposed on schools a sense of quasi-market, possibly unfolded a negative view of public schools. Thus, schools are experiencing a dilemma between the objectivity of the proposed \"school business\" and subjectivity necessary for the formation of human beings, and as a result, conflicts arise that go beyond the intellectual / cultural clash. In this context, the Theory of Interest Groups or Theory of Stakeholders, reformulated by Freeman (2004), emerged as guiding this study, which aimed to identify, understand and analyze the management practices of two state public schools complete primary education of city of Ituiutaba, in relations with its stakeholders. This theory of the focus on interaction with reality to promote the construction of new theories and suggests that management practices are established to respect the welfare of interest groups, rather than treating them as means to a corporate order. To clarify how was the relationship of influence and participation of social actors in schools, also to ensure triangulation of the results, the method used for data collection was a documentary survey and records in files, direct observation and later, interviews with management and with some stakeholders of the two schools. Thus, it was possible to observe and confirm the reality of schools that there are differences between the prescribed management practices and real in its relations with its stakeholders, as well as the centralization of management in the figure of the director and the process of \'accountability\' and \"meritocracy\". In addition, it highlighted the need to promote the participation and integration of interest groups in the school, and to consider in the process of managing its values and objectives, not to fulfill prescribed roles, but to promote the good of the school and of all involved.