Gestão democrática nos sistemas municipais de ensino dos estados do Piauí, Maranhão, Santa Catarina e Tocantins: entre tensionamentos e desdobramentos

Abstract

This Master's Dissertation in Education is linked to the research line: State, Society and Educational Practices of the Graduate Program in Education of the Federal University of Tocantins. The theme of democratic management of public education The Municipal Education Systems of the States of Piauí, Maranhão, Santa Catarina and Tocantins, in the research, questions the process of democratic management of education at the municipal level, formalized by the Brazilian State based on the educational norms from a democratic perspective, but strained by the administration effected within the municipal territory; and what are their tensions and offshoots. Thus, the general objective is to problematize the democratic management education in the Municipal Education Systems, addressing its historicity, its conceptions and the tensions and developments in the states of Piauí, Maranhão, Santa Catarina and Tocantins. This research is of a qualitative nature, based on bibliographic review and documentary research, guided by the critical-dialectic perspective. The scenario analyzed in the mentioned municipal education systems is somewhat in line with national norms when identifying the principles of democratic management instituted in compliance with a legal provision. However, it is understood that the forms of organization, the functioning and the functions of the mechanisms of democratic management are not known by all, in many cases, not even by the municipal leader himself, nor are they defined in a participatory manner. And, this implies the lack of institutionalization of spaces and mechanisms of democratic management, and, consequently, the mechanical, passive and utilitarian performance of municipal education systems facing the challenges imposed on them, with a view to meeting the demands of a capitalist society which defends, prioritizes and conceives democratic management in the logic of private enterprise. Making dialogues among the theorists that support the research, we notice the resignification of concepts with regard to the principles of democratic management, especially to meet the managerialist logic. When problematizing the management of education, tensions are identified between the management management model and the democratic management, which represent a setback in the democratization of education and the guarantee of social rights, as it reduces the role of the state in guaranteeing education as a public right. The field of democratic management is in dispute and is interspersed with tensions, contradictions and developments, since it is understood that the constitutional principle of education, democratic management of education, has been subject to patterns that bring nuances to them now strategic and / or managerial management, sometimes shared management. This dichotomy reveals that the democratic management of education has not yet been consolidated, since it is not a mechanical, simple and imposing process, requiring effective and conscious participation of individuals, sustained in the critical perspective of education, with a view to transformation in / of society.