Democracia, participação e dominação: a contribuição de Weber para pensar a gestão escolar

Abstract

The folio wing study presen-s a Research in Public Politics and Management in Education of Post Graduation Program in Education of Universidade Federal de Uberlândia. This research focuses on school management and its details in the countryside of public school in Minas Gerais nowadays. It discusses about the domination’s relationships, the participation in practice and its process of decision. The participation in practice talks about the different types of democracy, direct or representative and their varieties. It is because all kind of democratic practice requires one type of participation. The analysis of different types of participation focuses on the sócia} relationship’s comprehension, which is seen as reciprocai behavior of plural agents who produce social actions. This research retums to the Weber’s Theory of social action demonstrating the types of domination and its basis of legislation. At the same time, it builds the theory which makes possible to involve the reality such as unfmished, infmite and processing the construction of history. Therefore, this research is developed in the quality field, it involves a methodological option which makes possible to the researcher understand the subjects' perspectives and the context in which they are found. Seven teachers from two public schools were interviewed in Uberlândia, Minas Gerais, in order to analyze the perception of those subjects in relation to five central elements in the process of decision from school management: Politic-Pedagogic Project, School Counselor, the Usage of Financial School Resources, the Groups Distribution and the Choice of the Vice-principal. In the fírst chapter, the different forms of democracy and participation, and the central elements of Weber’s Theory are analyzed. In the second chapter, data from the interviews are examined. In the third chapter, the social and historical context, in which school management is located, is analyzed through the political and educational discussion since 1990. In the end, it was possible to notice that the participation, the democracy and the relationships of domination inside the school are not presented as an unique reality. On the contrary, they assume distinct dimensions, they may coexist sometimes. Active, passive and reserved participation, formal and informal participation, convergent, divergent or even the imposed or induced non-participation are able to be present inside the school routine. There are powerful elements from domination connected to tradition and charisma, and the school also has several elements of bureaucratic domination.