A gestão educacional: entre a democracia e a barbárie

Abstract

In view of the crisis situation political, economic, social and educational amplified with the 2016 legal-media-parliamentary coup, the present work has the general objective: to analyze what the published studies on the subject of democratic management, in periodicals in the area of education, reveal in the period from 2016 to 2020 in Brazil. This is a bibliographic research of the State of the Art type. Among the data collection techniques, theoretical survey, document analysis, bibliometrics and consultation of scientific bases were used. Applying geographic (Brazilian territory) and temporal (2016-2020 period) and other technical criteria, five qualified journals were elected, Qualis A in the area of education. Subsequently, a survey and application of the exclusion process was carried out, reaching the final productions selected in the study. After carrying out a technical-scientific analysis of the productions, the results indicate, in the researchers' view, dissatisfaction with the idea of democratic management, considering problems that persist on the subject, especially in the mechanization of the process of its implementation; the theoretical-conceptual change, incited in the period of redemocratization, does not accompany the rise of democratic-participatory right in the school space, becoming a decontextualized experience; management remains subject to authoritarian and regulatory conduct, with clientelistic practices of access to the position, wide governmental interference, weakening of participation, lack of autonomy, conflicting relationships, etc.; the 2016 coup reinforced the weakening of the democratic concept in the management of public schools and policies that enable this right, resulting in (un)offers of continuing education and inducing subsidies, directing new attributions to educational managers, expansion of external charges and other constraints that reinforce the precariousness in the sector. Of the alternatives for overcoming, the movements arising from the common interest (groups, associations, study groups, etc.), are possibilities of liberation, as long as they manage to understand themselves as active subjects responsible for the struggle and resistance. There is a need for acquisition and training of counter-hegemonic theories for managers, teachers, students, family members, etc. and the provision of actions that project democratic experiences in everyday school life, bringing together and strengthening the democratic-participatory right in educational management.