Democratização da gestão nas escolas públicas brasileiras: a educação como intervenção participativa

Abstract

The article presents a critical analysis of the democratization process management in public schools in Distrito Federal, on the basis of Escola Classe 415 Norte of Brasilia. The research privileged the use of qualitative techniques of case study. Document analysis were performed (Pedagogical Proposal of the school, in addition to current legislation, in particular the School Statute of Public Educational Institutions of DF), and semi-structured interviews with actors of the school community. Were interviewed, 04 teachers, the Pedagogical Coordinator, the pedagogical guide, the directress, 02 education assistants (cleaning and doorman) and 05 mothers of students from school. We use five themes to analize the school community participation: 1) the spaces and mechanisms for participation, 2) who participates and in what proportion 3) the understand of the process of decentralization and school autonomy, 4) the election of the director and the construction of pedagogical proposal and 5) the feeling itself of what is participate. It was possible to identify that the implementation process of democratic management from a strategic policy guidance reflects the absence of a thorough discussion with the actors involved in the educational field, which develop different meanings and ways of acting.