A práxis de egressos(os) da LEdoC UnB na gestão das escolas do campo: caminhos para resistência à Matriz Nacional Comum de Competências do Diretor Escolar

Abstract

The reflections presented here are part of a research developed with the support of the National Council of Scientific and Technological Development (CNPq), aiming at analyzing the praxis of graduates of the Licentiate Degree in Education for Rural Areas of the University of Brasília - LEdoC UnB and their contributions to the implementation of new logics of School Organization and Pedagogical Work in Schools for Rural Areas, held between 2020 and 2023. This article discusses the proposition of the National Council of Education - CNE to establish a Common National Competence Matrix for School Principal - MNCCDE and seeks this discussion based on the perspective of the Education for Rural Areas principles that guide the training project of the LEDoCs. The main objective of this text is to identify the ways and possibilities of action of LEdoC UnB graduates that points to resistance to the neoliberal, neotechnicist and generalizing perspective of making the principle of democratic management secondary. The methodological orientation is anchored in the assumptions of Historical-dialectical Materialism, having totality, historicity and contradiction as central categories. The collaborating subjects of the research are graduates of LEdoC of the University of Brasília who work or have worked in the management of school educational processes. In this sense, conversation circles were held with the referred subjects and documental analysis of the following materials was made: Pedagogical Political Projects of the schools in which the graduates work or have worked; Course Conclusion papers and Dissertations produced by them and analysis of the MNCCDE Draft. The results show that this Matrix attacks the pedagogical principles that have been worked in the Licentiate Courses in Education for rural Areas in Brazil and that the praxis of LEdoC UnB alumni who collaborated to this research points to resistance to the capital's educational project in different dimensions, highlighting: a) the search for the intrinsic articulation between the struggles for the right to land, work and education – political commitment; b) the Theory-Practice unit from the perspective of praxis; c) collective work and community participation; d) self-organization and f) the exercise of democratic management based on the understanding of participatory democracy based on self-management.