Gestão democrática da educação: uma análise dos planos municipais de educação da Associação dos Municípios do Alto Irani (AMAI) (2015-2022)

Abstract

This study is linked to the line of Educational Policies, of the Specialization Program in Education, at Fronteira Sul Federal University, in Chapecó Campus (SC) and it is about democratic management in the Municipal Education Plans in Association of Municipalities of Alto Irani. The main objective was analyzing which extent the municipal education plans, in Association of Municipalities of Alto Irani; assume democratic management as a guiding principle in the administration of municipal education. Therefore, it is theoretically based on the contributions of Antunes (1995); Souza (2009, 2018); Cury (2007a, 2007b; Harvey (1992, 2008); Saviani (2008, 2017, 2021); Nardi (2018); Mendonça (2000); Barleta (2015); Palú e Petry (2020, 2021); Bordenave (1992); Dardot e Laval (2016); Paro (2005, 2015, 2016), among others. With theoretical-methodological support in historical materialism, documental research was used whose material was submitted to the content analysis proposed by Bardin (2016). From the analysis of the documentary corpus, composed of the 14 Municipal Education Plans in the researched region, it is evident that, in general, the plans assume democratic management as the guiding principle of education administration, although in some passages there are political-pratical elements and referrals that ten to promote certain disconnection with this principle. The results also make it possible to indicate that the Municipal Education Plans were (re) prepared with the participation of the educational community and civil society, with less emphasis being placed on the need to implemente this participation in the monitoring and evaluation processes of the plans. I conclude that, given what is shown to be relative in the Municipal Education Plans in terms of assuming democratic management as a principle of educational administration at the municipal level, there is a need to continue investing in the construction of a politically broader understanding of democracy and participation, which requires consider the educational project in question and, within it, the social function of education.