PARTICIPAÇÃO EFETIVA DA COMUNIDADE ESCOLAR COMO CONDIÇÃO FUNDAMENTAL À IMPLANTAÇÃO DA AUTONOMIA FINANCEIRA NA ESCOLA

Abstract

The presentation of this article seeks, as main objectives, to analyze the application of the guiding principles of participatory management and the execution of financial programs developed in a School Unit and to guide the school community and beyond, as a way to enrich the discussions, so that promote financial autonomy more broadly. Therefore, the bibliographic research will be used as a theoretical analysis instrument, based on data analysis and other information collected in a school unit in Ariquemes, Rondônia. It will also include an analysis of the objectives contemplated with the financial programs that the School Unit executes, as a result of the Decentralization, albeit very regulated, which was recently implemented in Brazil: PROAFI — State Financial Support Program, PNAE - National Program for School Feeding, Federal and PEA-LE – State School Feeding Program. What leads us to the elaboration of this article is not only to produce ammunition in the field of proposal to claim the financial autonomy that is so necessary for school units, since numerous articles claiming such implementation were produced in the country, but it seeks to produce an analysis on the lack of effective participation of the school community and outside the school walls as a problem that is effectively reflected in the school, not just what occurs in this school unit. This financial autonomy is not intended as a way of satisfying desires to purchase products, establish projects, be able to build or show off as a model school, but rather to be able, as a consolidated school unit, to build projects (necessary ) aimed at its clientele, chosen, discussed and approved by the school community as a whole. It implies that from the social organization emerges a constituted force, capable and willing to fight and seek new conquests, and not simply accept consenting autonomies, as they have been imposed for decades, as a favor. Democratic management, but above all participatory, it is essential to say, is a legal principle, it is a right, but as a right, it must be sought, so as not to become just a written record. The organization of the internal and external school community, its teams and its School Council, is an organizing instrument for expanding the necessary financial autonomy.