Gestão democrática na escola pública municipal

Abstract

This investigation, linked State, Policies and Educational Institutions Research Line of the Postgraduate Program in Education of Pontifícia Universidade Católica de Goiás (PPGE/PUC Goiás), it has as object the democratic management at municipal public school. The research problem is to understand how democratic management manifests itself at surveyed schools. The broad aim is to analyze the democratic management principle and its expression in context at the municipal public school, based the school management concepts. The research has qualitative approach, comparative educacion with document analysis and interviews. The method is the historical-dialectical materialism, which makes it possible to apprehend the school as dynamic, social reality and of contradictions, refuses unilateral explanations, rejects imposing management, accepts the institution's needs and goes to beyond of neoliberal models. The mediation as category, analyzes particularities, relations to understand the democratic management at reality of these municipal schools. The management "models" reveal that the student can be modeled for factory, the management can show off authoritarian and pedagogical practice presents the lack of collective commitments, with decisions, speeches, ambiguous actions and unsolved problems. This "models" reveal too the symbolic priority, with shared human values and elaborates consensual, participatory norms which allow break submission forms. The Federal Constitution of 1988 universalized the basic, public, free education and established education as fundamental and social right. The Law of Guidelines and Bases of 1996 is national education referential. The education started to have social function, maintaining relations between political and civil society. At National Education Plan 2001-2010 there were goals, planned and excepted aim, which revealed the national education reality. The National Education Plan 2014-2024 breaks with authoritarian practices, it is based on inclusion, on the common good, on participation. These legal provisions implemented the democratic management as mandatory principle, guaranteed basic education, free for citizens between 4 at 17 aged and for those without had access proper age school. The results of this research allowed us to understand democratic school management as constitutional principle. Of the studied schools, the Azul School show ambivalence between norms, discourses, pedagogical practices, favors capitalist logic and emphasizes objective rationality. This institution informs the community of decisions, endorsed by School Council. The municipal education plan is dissociated from the reality of the Municipality and there isn't for director's election. Already, the Encantado School emancipates, but, contradictorily, model him for factory. In this school, director's election is goal achieved. Tests are carried out to qualify to management position. There is School Council's the community's participation which implement school democratic management. In these schools, there is articulation between the state and municipal education plans, the admission guarantee, the successful student's permanence. It¿s considered, at the end, insofar as, coordinators, teachers will be contemplate school's models which they work, assuming democratic management articulated with legal provisions, the reality could be transformed