Análise da fraca participação do conselho de escola na gestão escolar: caso da Escola Básica 21 de Abril de Massinga na Província de Inhambane (2023-2024)

Abstract

Este estudo analisou a participação dos membros do Conselho de Escola (CE) na gestão da Escola Básica 21 de Abril de Massinga buscando compreender os factores que influenciam sua actuação, as modalidades de participação e os principais constrangimentos enfrentados. A pesquisa utilizou entrevistas com a directora da escola, o presidente do CE e os demais membros, além da análise documental das actas das reuniões do conselho. Os resultados indicam que, embora o CE realize reuniões regularmente, a adesão dos membros é frequentemente insuficiente, abaixo do mínimo recomendado pelo Manual de Apoio ao Conselho de Escola. 1.578 This study analyzed the participation of the School Council (SC) members in the management of the 21 de Abril de Massinga Basic School, seeking to understand the factors that influence their performance, the modalities of participation, and the main constraints faced. The research used interviews with the school principal, the president of the SC, and other members, in addition to the documentary analysis of the minutes of the council meetings. The results indicate that, although the SC holds meetings regularly, the participation of members is often insufficient, below the minimum recommended by the School Council Support Manual. Among the main factors that contribute to the weak participation are lack of time, absence of incentives, lack of awareness of the importance of acting on the council, and limited awareness of the roles of the members. The research also evidenced passive participation, reflected in the non-participation of some members in the preparation of the annual activity plan and in decision-making. Despite the potential for participation, such as influencing decisions about resources and activities, the constraints—lack of transparency, unilateral decision-making, and unclear electoral processes—limit its impact. It is therefore recommended to promote training, encourage participation, ensure transparency, and better structure meetings. Although the results are not generalizable, they provide important insights for understanding and strengthening the participation of school councils in similar contexts.(TRADUÇAO NOSSA)