Gestão do processo de reorientação curricular na rede municipal de ensino de Dourados (2001 a 2008)

Abstract

The implantation in Mato Grosso do Sul of the Guaicuru School Project in 1999, as well as the existence in national ambit of alternative educational projects of emancipative orientation allied to a municipal administration proposed as democratic and humanizing, created a favorable context to the deepening of curricular experiences of similar theoretical orientation in Dourados/MS. We studied here, in the perspective of the democratic management, the administration of the curricular reorientation that happened in a moment of looking for changes of critical stamp in the ambit of the municipal schools. We tried to describe the official proposal of the process of curricular reorientation occurred in the municipal district of Dourados in the period 2001 to 2008 and to identify the obstacles and facilitators in the materialization of the administration, emphasizing the participative processes present in the moments of planning, implementation and evaluation of the reorientation process in the ambit of the educational units. The investigation was developed in a qualitative perspective through observation, bibliographical research, a documental corpus and interviews with directors, coordinators and teachers of four schools that lived the process. It was possible to verify that there was not an effective participation in the moments of conception nor in the definition of the implementation strategies and or evaluation of the proposal. Without the notion of “belonging”, the social actors of the studied schools didn't appropriate themselves of the proposal foundations nor understood the resulting form of organization of the foreseen pedagogic work, executing the stages as “imposed tasks”. As to the development and/or reinforcement of the autonomy through the administration this was compromised, because there was not a wide consultation on the implanted methodological alternative. A perceptible important obstacle was the implantation of the democratic project without confronting the previous organizational format in the municipal administration, marked by the classic, bureaucratic models, with gerencialist traces and more worried in guaranteeing, through the administration processes, the formal planning and quality. The power relationships inside and outside school stayed unaffected. The results confirm the complexity in the materialization of the democratic management in the context of the municipal public administration and they bring to deepen the subject of teachers’ and coordinators’ technical and political difficulty in the transition to the didactic-curricular ambit of the proposal foundations.