ORGANIZATIONAL CLIMATE OF A SCHOOL IN THE CITY OF RIO DE JANEIRO: the daily life of a public institution: o cotidiano de uma instituição pública ; CLIMA ORGANIZATIVO DE UNA ESCUELA EN LA CIUDAD DE RÍO DE JANEIRO: la vida cotidiana de una institución pública: o cotidiano de uma instituição pública ; CLIMA ORGANIZACIONAL DE UMA ESCOLA CARIOCA: o cotidiano de uma instituição pública

This article analyzes the relationships established in a municipal school in the urban space of the city of Rio de Janeiro. The methodology chosen was qualitative and the research instruments were field observations, logbook notes and semi-structured interviews with members of the school community. The findings of this research revealed how the spatial location, the accesses, the physical and social aspects in which the school is inserted, the relationships that took place between the subjects involved in the school process and the power relations existing in the educational environment interfered with the functioning of the school. In this sense, the perception of the school climate denoted as pleasant and it was evident that the established relationships were guided by respect and, above all, by the existence of exchange of knowledge between educational professionals. The daily life of the school in question, its relations with power and knowledge allowed us to analyze the repercussions existing in the learning relationship of its students, which obtained expressive results in the Index of Development of Basic Education - IDEB. ; Este artículo analiza las relaciones establecidas en una escuela municipal en el espacio urbano de la ciudad de Río de Janeiro. La metodología elegida fue cualitativa y los instrumentos de investigación fueron observaciones de campo, notas de cuadernos de bitácora y entrevistas semiestructuradas con miembros de la comunidad escolar. Los hallazgos de esta investigación revelaron cómo la ubicación espacial, el acceso, los aspectos físicos y sociales en los que se insertaba la escuela, así como las relaciones que tenían lugar entre los sujetos involucrados en el proceso escolar y las relaciones de poder existentes en el entorno educativo, interferían en el funcionamiento del mismo. Se comprobó que el clima escolar era agradable y se evidenció que las relaciones establecidas estaban guiadas por el respeto y, sobre todo, por la existencia de intercambio de conocimientos entre los ...