School daily as a principale of research in education

• Autor(a) principal: Maia, Graziela Zambão Abdian [UNESP]
• Data de Publicação: 2020
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://dx.doi.org/10.4025/actascieduc.v42i1.47545; http://hdl.handle.net/11449/246935
• topic: administration of education; critical theory; political; politics

The history of knowledge in Education Administration in Brazil is based on two paradigms: business management and school specificity or democratic management, which is the overcoming of the previous one. After the 1990s, research in Education Policy and Management privileges the school as a research entity and analyzes it based on the theory of democratic management. In this article, the objective is to explore theoretical-methodological references used by researchers who have the school as a research institution, analyze their weaknesses and defend the position that everyday school life can be understood as a research principle. If so, it also proposes the discussion of three major challenges to researchers in the field: the directions of critical theory and criticism itself; the theory and practice relations; and the meanings of politics and management. The first challenge is to conceive of criticism as an attitude of virtue, of voluntary indulgence, and as a possibility of disassociating ourselves from the ways of producing truths in the relation between subject, power and truth. This attitude of virtue presupposes as a second challenge the attempt to conceive of new relations of theory and practice that escape normativism and the prescriptive model. As a third challenge, it is pointed out that previous reflections make it possible to question the practical meanings that circulate and legitimize a way of thinking in the area, specifically, politics and management.