School autonomy: dimensions and contraditions in the education system of Recife
DOI:
https://doi.org/10.5216/ia.v33i2.5279Abstract
This study analyzes public school autonomy based on data gathered from subjects linked to school councils and to the upper echelons of the Recife Education System (Sistema Municipal de Ensino de Recife). The processes of construction and discussion of school autonomy are analyzed in relation to the forums of participation in public education management. Data collection was carried out through semi-structured interviews and surveys distributed to four municipal schools and their respective School Councils, as well as interviews with the Municipality of Recife Secretariat of Education and Council of Education officials. The study period covers education policies implemented between 2001 and 2006. It is concluded that the gaps between the enunciation and practice of autonomy indicate an emptying of the constructive and propositive dimensions of school autonomy.Downloads
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