Os desafios na relação entre gestão escolar e conselho tutelar

Abstract

The object of this research is the relationship between School Management and the Guardianship Council in my experiences as a School Manager. I sought to answer the questions: How does School Management relate to the Guardianship Council? What communication and monitoring instruments are used between School Management and the Guardianship Council in the entire relationship and are they efficient from start to finish, guaranteeing Legislation? Can School Management improve its preventive or emergency action with the Guardianship Council, accessing, being consulted, focusing on children's learning and their social well-being? It is justified by my relationship and experiences built with education, action in society and life history. The objective was to analyze the challenges in this relationship and its opportunities for improvement. The specific objective is to analyze communication and intervention between the parties, proposing a positive impact on the child's learning, family and emotional core. This relationship needs and can be improved, as school management is limited after informing the guardianship council of a situation that involves it, with the continuity of assistance to the student hidden and slow, with feedback communicated after changes in the routine between the student, family and teaching staff. The research universe was public schools in the municipalities of Embu das Artes – SP and São Bernardo do Campo – SP and their respective Guardianship Councils. The participants were myself as a school manager, guardianship counselors and students. I used the (auto) biographical research approach methodology (PASSEGGI, SOUZA E VICENTINI, 2011), and the data collection instruments were school referrals made by me as a manager in schools in these municipalities from 2016 to 2023, narrated through my memories, experiences and ideas, as well as regulatory and supporting documents. Throughout the text, contributions from authors are also made (BAUMAN, 2007; SANTOS, 2010; CERTEAU, 1994; CLARKE; NEWMAN, 1997 and FREIRE, 2000) to get closer to the theme and its implications for the subjects. The analysis highlighted the fragility of communication and transparency, continuity of care, preventive or emergency practices between School Management and the Guardianship Council. It showed the lack of alternatives or disruption of assistance to the family/student due to the lack of knowledge of the rights and duties of each party, or the functional accommodation of those involved in a process marked by conveniences, informal agreements and political affinities, contributing to the Dispersion of Power present in public services. Thus, the investigation-built reflections on relationships, tools and guidelines that engage School Management action as broad support for this service.