Gestão nas escolas estaduais em tempo integral de Dourados-MS: escola da autoria como uma proposta de formação integral

Abstract

This dissertation is part of the Research Line on Education Policies and Management, linked to the Graduate Program of the Federal University of Grande Dourados. Its objective is to analyze school management practices in full-time schools within the state education network in the municipality of Dourados-MS. A qualitative approach was adopted, as it allows for a deeper understanding of the management dynamics in the schools analyzed. The temporal scope covers the period from 2016 to 2024, justified by the implementation of the “Escola da Autoria” (Authorship School) Project, established by Law No. 4.973/2016, which created the Full-Time Education Program. The project aims to extend school hours and develop policies to improve the quality of education and promote the comprehensive development of students. The research employed documentary analysis and semi-structured interviews with principals of the participating schools as methodological procedures. The Political-Pedagogical Projects (PPPs) of full-time state schools in Dourados-MS were analyzed, focusing on the approach to democratic management, along with documents and regulations related to the Escola da Autoria project. The theoretical framework is based on Freirean concepts of emancipatory and democratic education, considering that, according to Freire (1987), liberating pedagogical practice is achieved through a problem-posing approach. The study was conducted in the municipality of Dourados, the second-largest city in the state of Mato Grosso do Sul, which has 24 state schools, eight of which offer full-time enrollment. Of these, three participated in the research through interviews with their principals, who shared perceptions and challenges faced in the context of school management. The results indicate that democratic management is only partially implemented, as not all segments participate in institutional decision-making. Furthermore, the physical infrastructure is inadequate for the full-time education model, and bureaucracy is identified as a limiting factor for the autonomy and full realization of democratic school management.