Gestão Democrática do Ensino: Uma Escola Cidadã no Contexto Amazônico

Abstract

This article is based on research whose aim was to investigate how a democratic management, understood as plural space for position sharing and conflit negotiation, has actually been carried our in public schools in Manacapuru, Amazonas State – Brazil. The text analyses educational Brazilian policy especially on democratic management of the elementary schools, taking into account how the principles of autonomy and participation in a democratic management have materialized day-to-day in school life. The issue s part of a much broader context which includes ongoing efforts toward democratization in the country. As a result of fighting for universalizing the right to public school and quality of teaching. Since then, democratic management is able to make immediate decisions into the conquest of the school and the society structures. It is worthy to note that, despite advancements made by the school system to effect a democratic management, there are still several challenges in overcoming centralized and authoritarian practices still existing in public management.