Gestão democrática da escola pública e os desafios da sua implementação

Abstract

The aim of this paper is to discuss the paths and objectives in the implementation of Democratic Management in public schools in the Brazilian context, using theoretical frameworks and a survey to analyze the perspective of Pedagogy students regarding the discussion. It is a qualitative research. The methodology used was bibliographic research, through a review of specialized literature and documentary analysis through a questionnaire conducted with twenty-one students in the fifth year of undergraduate studies in Pedagogy at the Federal University of São Carlos, Sorocaba campus. The results showed that a large part of the volunteers only knew the term Democratic Management after entering graduation, in addition, part of the accredited participants had never known a school that exercised Democratic Management, this reveals that the process in legislative form is extremely fundamental but it is still no guarantee that Democratic Management is present in public schools. Thus, when exercised in its integral concept, through the understanding that the school is a historical and cultural form, it is able to articulate the means to the end, mediating the construction of the subject in the historical-critical scope. Circumstantiating the paths taken by Public Educational Policies in Brazil, addressing how democratic management appears in documents and their influences over the years is essential. In this research, we will seek to understand the reasons why Democratic Management has not been built and applied in a broad way in the context of Brazilian public schools.