The discourse of democratic school management in a participatory evaluation policy
The present study analyzes the impacts of a participatory evaluation policy of education on the discourse of school actors regarding perceptions and practices of democratic management. This is a public action that proposes the evaluation of educational indicators, with the participation of all segme...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | Brasil |
| Institución: | Fundação Carlos Chagas (FCC) |
| Repositorio: | Estudos em Avaliação Educacional |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.publicacoes.fcc.org.br:article/8726 |
| Acceso en línea: | https://publicacoes.fcc.org.br/eae/article/view/8726 |
| Access Level: | acceso abierto |
| Palabra clave: | Avaliação Participativa Gestão Democrática Escola Pública Participatory Evaluation Democratic Management Public School Evaluación Participativa Gestión Democrática Escuela Pública |
| Sumario: | The present study analyzes the impacts of a participatory evaluation policy of education on the discourse of school actors regarding perceptions and practices of democratic management. This is a public action that proposes the evaluation of educational indicators, with the participation of all segments of the school community. The present study uses assumptions of critical discourse analysis. The source consists of the justifications issued by 232 schools about goals and actions of democratic management for the state school system of Rio Grande do Sul. The analysis points to the predominance of discourses about the difficulties of implementing democratic management in public schools. Discourses that preserve some hierarchical structure of institutionalized positions in decision-making are reproduced. |
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