Gestão colegiada: uma proposta democrática de administração escolar na escola pública.

Abstract

The present work aims to study democratic management in public schools. Therefore, this production has the general objective to reflect on the processes of management implementation in the face of the daily challenges of public school administration, having as specific: to circumscribe the definition of management and social function of the public school; identify and characterize the main structural challenges for public school administration; and to investigate challenges in the coordination of management teams for participatory democratic formations on the basis of everyday life. The research question that dimensioned these studies was: how can democratic management be implemented in the face of the daily challenges of public school administration. Referentially, the theoretical foundation that anchored this production was based on the ideals of authors such as Paro (2017), Luck (2000) and Libâneo (2015), who argue that democratic school management is necessary for educational qualification, achieving the objectives of public education and full exercise of the social function of public education. The research carried out is of a qualitative nature, having been carried out with managers and participants of the school management of the public network in the school team, as well as the difficulty of understanding, experience and pedagogical experiences with democratic management. In addition to the institutional neglect of the networks towards the constitutional principle of democratic management by the neoliberal policy of the current federal government, with the lack of financial and human resources to guarantee educational quality in institutions and the scarcity of public policies beneficial to social, cultural, intellectual and human aspects of the participants in the educational process. However, the implementation of democratic management in public schools can take place from the implementation of school councils composed of representatives of each segment of the educational community, so that there is involvement in the sharing of knowledge and decision-making, with these members being endowed with knowledge. on the social function of public schools and participating in the preparation and implementation of the PPP, based on knowledge acquired through continuing education and knowledge sharing among the educational community.