Este artigo propõe uma reflexão sobre a Gestão Democrática da escola pública brasileira, a partir dos indicadores de monitoramento da Meta 19 do Plano Nacional de Educação (2014-2025). A proposta do PNE apresenta a efetivação da gestão democrática da educação destacando as formas de seleção/nomeação dos diretores escolares associada a critérios técnicos de mérito e desempenho e à consulta pública à comunidade escolar, apontando para a necessária participação da comunidade em conselhos intra e extraescolares. Nossa análise se debruçou sobre os indicadores 19A e 19B desenvolvidos pelo Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (Inep) para o acompanhamento e monitoramento da Meta 19, concluindo que estes indicadores não foram alcançados na vigência do PNE.

The Movements for Pedagogical Renewal (MRP) defend democratic education and point out that the main function of the school is to form active and critical citizens; Paulo Freire, a referent of the MRP, also stresses the importance of dialogue for the construction of a democratic and emancipated citizenship; on the other hand, UNESCO, in its 2021 report, highlights dialogue as essential to redefine the future of education. This study aimed to analyze the perceptions and proposals of Early Childhood and Primary Education students regarding the kind of school they envision, based on their participation in a pedagogical dialogue experience. The research was conducted with 451 students from three public schools in the province of Segovia, Spain. Based on a qualitative, interpretative, and locally grounded approach, the study employed participatory methodologies, including the narration of an interactive story and the use of various instruments such as drawings, written texts, field notes, and proposal capsules. The results show that children's voices highlight the need to expand opportunities for play, movement, and contact with nature, while also questioning traditional school practices focused on memorization and standardized assessment. These children’s voices align with the foundational principles of the MRP, calling for an educational transformation rooted in children’s real needs and oriented toward holistic development, social justice, and a stronger connection with the environment.

This paper analyzes public officials' assessments of the expertise required for educational governance in the province of Buenos Aires. We seek to analyze how these assessments construct justifications for expert legitimacy linked to their professional careers in a current context of challenging governance. Based on an analysis of interviews with officials from the subnational education administration (2015-2019), we observed changes in assessments of expertise and recruitment. These responded to the configuration of an initial model based on career bureaucratic professionals within the system for the construction of governance due to their proximity to the education system. A second, post-bureaucratic model oriented toward integrating professionals from outside the system with public-private backgrounds due to their technical knowledge for modernization and innovation.

The study analyses the role of Segovia’s innovative teachers during the 20th century, with a special focus on their pedagogical, social and political commitment. The aim is to understand how this commitment has contributed to educational and social transformation, as well as to recover pedagogical memory as a tool for change and social justice. To this end, the study examines the impact of Franco's repression on the teaching profession, as well as the resurgence of pedagogical renewal movements during the transition. The methodology used is qualitative, based on biographical-narrative method. Data was obtained through interviews with some of the teachers involved and their families. Finally, guidelines are proposed for current teaching commitment, vindicating pedagogical memory as a driver of change and social justice. Through this historical and pedagogical review, the importance of recovering collective experiences to guide present and future educational action is emphasised.

This article proposes a conceptual and analytical framework aimed at problematizing the role of Emotional Education within the field of socio-educational intervention. It argues that Emotional Education functions as a technology of power that shifts structural conflicts into the emotional interiority of individuals. Drawing on critical perspectives from anthropology and social philosophy, the analysis explores how Emotional Education legitimizes processes of institutional subordination under a rhetoric of personal responsibility. Combining a theoretical discussion of social intervention as a governmental dispositif with ethnographic research conducted in a shelter, the article concludes that Emotional Education operates as a mechanism for rendering structural violence invisible.

This study analyses a pedagogical renewal process carried out in a secondary school located in a marginalised area of Castile and León that failed to take root. The research focuses on extracting valuable lessons from its development, analysing both the partial achievements and the obstacles encountered, all of which are inherent in the attempt to build an alternative educational model. The results reflect not only the particular experience of this school, but situations common to many disadvantaged educational contexts, familiar to any professional committed to teaching in complex environments. The findings demonstrate how pedagogical renewal projects in vulnerable contexts face structural challenges that, far from being failures, offer fundamental lessons for future educational interventions.

Este estudo procurou responder como foram desenvolvidas as estratégias para garantir a alimentação escolar durante a pandemia de COVID-19. Trata-se de uma revisão integrativa cuja os resultados identificaram 17 estudos publicados até março de 2020 e quatro estratégias principais para manter a alimentação escolar durante o período estudado: 1: distribuição de cestas/kits de alimentos; 2: distribuição de refeições preparadas na escola; 3: distribuição de refeições em outros locais ou para consumo fora do ambiente escolar; 4: distribuição de recursos financeiros ou vouchers para compra em estabelecimentos comerciais. Os resultados mostraram a importância da garantia da alimentação escolar, bem como a necessidade de que isso se torne uma política pública para respostas mais rápidas e assertivas em situações semelhantes

The Pedagogical Renewal Movements (MRP) emerged in Spain during the democratic transition as a reaction to the authoritarian educational system inherited from Francoism. This article examines their possibilities and contributions to contemporary schooling through the life history of a Primary Education teacher who was engaged with these movements throughout his professional career. The findings reveal how his trajectory embodies a living, critical, and situated pedagogical renewal—marked by tensions—yet capable of offering educational responses to current challenges such as social inequality, the commodification of education, capitalist logics, and the ecological crisis.

Este artículo aborda la experiencia de los bachilleratos populares (BPs) como un ejemplo de comunes educativos. Creados en contexto próximo al 2001, los BPs adoptaron el formato de escuela secundaria para garantizar el título secundario a sus estudiantes, forjándose así en una contradicción radical entre su política autónoma —de racionalidad desestabilizadora— y la política estado-céntrica —de racionalidad estabilizadora—. A partir de un estudio cualitativo basado en el análisis documental y en 20 entrevistas, ofrecemos un análisis estratégico e institucional de los BPs que profundiza en sus condiciones de emergencia, su trayectoria de lucha e interpelación al Estado, y el consiguiente conjunto de contradicciones, límites y dilemas que perfilan la inestabilidad institucional de esta experiencia.

Access to education for migrant children and youth in Tijuana represents a critical challenge within the framework of a criminalized context of human mobility. This article analyzes the barriers and opportunities in the implementation of public educational policies aimed at facilitating this population's integration into the school system. Using a documentary research methodology, it examines regulatory frameworks, government programs, and previous studies to identify the critical nodes that facilitate or hinder educational access. The results reveal that the main challenge lies not in regulatory design, but in the fragmentation and insufficient resources during the execution of these policies in high-mobility contexts. It concludes that a systemic, transdisciplinary, and intersectoral approach is necessary—one that recognizes the particularities of migratory trajectories and promotes educational justice as a pillar of inclusion and well-being.