Gestão democrática na educação pública brasileira: trajetória e fundamentos legais

• Autor(a) principal: Romão, Edna Gregório
• Data de Publicação: 2018
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UFRN
• Texto Completo: https://repositorio.ufrn.br/handle/123456789/42559
• topic: Gestão; Gestão democrática; Educação; Management; Democratic management; Education

The study aims to reflect on democratic management from the legal frameworks that regulate Brazilian public education. The methodology was based on the qualitative method, focusing on bibliographical research with documentary analysis. The bibliographical research was structured in books and scientific articles, with authors that deal with the theme. The analysis was carried out in government documents and educational legislation, as well as in the literatures of Castro and Stamatto (2015), Freitas (2009), Helo (2011), Libâneo, Oliveira and Toschi (2012), Lumertz (2007), Sander (2009), Santos and Sales (2012), Silva (2007), Souza and Araújo (2015), among others, which give structuring to the concepts developed in the work. As a result, the CF of 1988 instituted democratic management in its writings, and was reinforced by the National Education Guidelines and Bases Law (Law 9,394 / 96), which gave legislative consistency to the democratic management process in schools. The trajectory of the subsequent National Plans of Education (PNE), even in its fragmentation, sought to implement legal guidelines, such as the National Education Plan (2014-2024), sanctioned by Law 13,005 / 2014, establishing in goal n. 19 the democratic management to be implemented in the Brazilian school system. However, so far, it has not been successful in its entirety, since at present all actions for democratic management are in dispute with the existing neoliberal model. Therefore, it needs, therefore, to be accomplished, and its achievement is a consistent way to qualify school education. The democratic management has as a pillar, the participation and the involvement of the school community in all dimensions of school management, that is, financial, administrative and pedagogical. As final considerations, in educational practice, what is constituted is a democratic management seeking its place, in which prevails in schools confrontations, between the neoliberal ideology and the educational and social forces that fight for democratic management, capable of constructing a pedagogical project aiming at the student's interest. It is hoped that this study may have its extension of knowledge for educators, leading them to reflect on the pedagogical commitment, assuming a critical and questioning posture of their role as teacher and school manager, agents of social and educational transformation, with emphasis on participatory democratic management, given the autonomy of the school system.