Sociedade, democracia e escola: limites e possibilidades do ideal democrático da educação na Rede Pública Municipal de Ensino de Uberlândia-MG.

• Autor(a) principal: Leal, Lyvia Fernanda
• Data de Publicação: 2018
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFU
• Texto Completo: https://repositorio.ufu.br/handle/123456789/24730; http://dx.doi.org/10.14393/ufu.di.2019.629
• topic: Democracia; Gestão Democrática da Educação; Política Educacional; RPME/UDI.; Democracy; Democratic Management of Education; Educational politics; Educação; Sociologia educacional - Uberlândia (MG); Educação - Uberlândia (MG); Democracia e educação - Uberlândia (MG); CNPQ::CIENCIAS HUMANAS

The present research had as purpose to make a critical reflection on the democratic management in the schools, taking as an example the Municipal Public School of Education of the Municipality of Uberlândia (RPME / UDI). Thus, the general objective of the research was to give a succinct description of the main foundations, contradictions, limits and possibilities of realization of democracy throughout its existence as a social practice as a form of government, its relation with formal education from the constitution of bourgeois society, and its historical-political repercussions in the context of the Public Education Network of the Municipality of Uberlândia throughout the 21st century. As to the specific objectives, we sought to historicize democracy from its origins to the present day, in order to identify the main characteristics that contribute, among other aspects, to an understanding of its various meanings / meanings in contemporary times; characterize the different forms of government instituted in the middle and modern ages and their reflections in the field of education and struggles for democracy; to critically analyze the structure and functioning of education in the context of bourgeois democracy; to identify and analyze the limits and historical possibilities of the realization of the democratic school within the scope of the RPME / UDI, starting from a process of bibliographical compilation of the scientific productions of the area. The methodological procedure used for the faithful fulfillment of the proposed objectives was the bibliographical research, which consisted in the collection, compilation, interpretation and analysis of books, master's and doctoral dissertations and articles published in specialized journals of education related to the theme of this research. The method of approach was quantitative, due to the social nature of the work. The bibliographical research was divided in two stages, the first one encompassing the works that generally discuss the term democracy, its origin and evolution throughout the history of humanity and its applicability in education. The second stage consisted of an analysis of democratic management in the Municipal Public School of Education of the Municipality of Uberlândia (RPME / UDI), which covered the period from 2000 to the present day, in order to follow if in fact actions were taken in this direction municipal governments of the said Municipality. It was concluded from the material researched that in fact an attempt was made to implement democratic management in the RPME / UDI, through the creation of the Citizen School Program that covered the period from 2001 to 2004, which instituted actions such as the elaboration of a Political Pedagogical Project in the Schools of the Municipal Public Network; the Consolidation of the Charter of Political-Pedagogical Principles and which covered the period 2003-2004, the holding of direct elections for director and deputy director of schools; the updating of curricular proposal, etc. However, it can be inferred that these actions were interrupted after the implementation of conservative policies in education in the 2005-2008 and 2009-2012 periods. And despite the good intentions presented in the official address of the SME / UDI of the administration of the mayor Gilmar Machado (2013-2016), it is possible to affirm that the actions instituted in the field of municipal education in this period did not contribute significantly to the creation of the necessary structural conditions for the installation of a democratic paradigm in education.