Coordenação pedagógica: contradições e possibilidades para a construção da gestão democrática na escola

Abstract

The current paper aims to analyze the conceptions that orient the pedagogic coordinators’ practices from the public schools of Santarém in front of the effectuation regarding the democratic management, in order to understand how the conceptions get materialized at the school everyday practice,considering the school reality and the actions guided by the Ayrton Senna Institute for the municipal education policy.The qualitative approach was adopted, as the theoretical –methodological option and, as methodological procedures, the literature review and the focal group execution, having as subjects the egressing pedagogic coordinators of the specialization course on Pedagogic Coordination - Santarém campus, offered by the Universidade Federal do Oeste do Pará in the period from 2012 to 2013 and who work at the public schools of the city. The research identified that the pedagogic coordinators’ routine is full of multiple tasks, with a precarious infrastructure work; The actions are guided by an Agenda of Activities scheduled by the Ayrton Senna Institute. The school management experienced by the pedagogic coordinators presents democratic elements such as the existence of the directors’ election, school council, political –pedagogic projects and school heads with a participative profile, nevertheless indicatives of centralization regarding the making of decisions is still present.The overload of tasks and the deviation to other activities still represent the pedagogic coordinators’ routine. The democratic management is seen not just as the presence of elements apparently democratic at the school environment. It is a political process and therefore, educational. It implies the redefinition of the school role in society, the reflection on how to contribute to the objective of the education, which is the human background.