A gestão educacional: entre a democracia e a barbárie
Fecha
2022-06-02Autor
http://lattes.cnpq.br/7538516067447773
https://orcid.org/0000-0002-5784-8307
SOARES, Lucas de Vasconcelos
Metadatos
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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.