Is dialogue possible in school?

Abstract

The author of the paper analyses a school reality, posing a question, if it benefits    a student by giving some space for autonomy or it deters it by realising the aims of educational authorities, limiting his freedom and subjectivity. Undertaking the    analysis, the author notices that the autonomy in the school is influenced by wider    processes, including educational policy. According to him, the postulates which    were discussed in the 1980s, aiming at democratisation of the school, have not been    realised. A strong subordination of the schools to the educational authorities results    in authoritarian relations in the school itself, comprising the heads and teachers,    the school board and parents as well as the relations between teachers and students.    Exemplifying the author underlines that the democratic structures only pretend the    existence of autonomy in the school. He claims that the space allowing for a return    to the creation of a community of the teachers and students should be the board of    school comprising of both parents, teachers, and students. Here, all the structures    find certain balance, especially in the secondary schools, full subjectivity, the    decision-making capability, sharing the power of mutual engagement in the broadly    understood educational processes.