Gestão democrática no contexto do projeto político pedagógico

Abstract

The current dissertation concerns itself with the democratic management within the expressed documents of the Pedagogical Political Project. The central aim of the research lies in analyzing the presence of the concept of democratic management and its characteristics within the PPPs of Passo Fundo/RS municipal schools. To fulfill the central objective of the research, it became necessary to establish some specific goals, namely: describing a theoretical framework regarding the themes of democracy and of the PPP, noting the presence of democratic management; indicating the concepts of democratic management presented in the PPPs, and analyzing theoretical evidence of democratic management practices in the implementation and execution of the PPP within the context of school management, its advances, and challenges, in municipal schools of the education network of the municipality of Passo Fundo/RS. As an educational product, an E-book was produced regarding the relationship between the PPP and democratic management. The fundamental concepts of the research were addressed based on authors who contributed to the theoretical and scientific discussion, including Plato (2012), Aristotle (1998), Norberto Bobbio (2002), and Dewey (1979) for their discussion on the concept of democracy; Freire (2001, 2020, and 2021), Gadotti (1995, 2011), Veiga (2001, 2008, 2013), and Libâneo (2017) for their discussions about the Pedagogical Political Project. The research conducted is qualitative in nature and was carried out through an analysis of the presence of the concept of democratic management and its characteristics, used in the elaboration of the PPPs of the 35 Municipal Elementary Schools (EMEFs) of Passo Fundo/RS, specifically those catering to grades 6 through 9. Data construction was accomplished through the reading and interpretation of all 35 PPPs aiming to identify characteristics of democratic management expressed clearly and intentionally, followed by the exploration of spontaneous mention of the subject. The analysis of the data raised throughout the research points to a concept of democratic management indicated with definition in 49% of the schools, meaning that practically half are able to demonstrate an understanding of what it entails, but only 11 managed to present a good elaboration, and only 5 included specific authors. The understanding of democratic management permeates through the participation category, denoting a strong desire for implementation, but still with some difficulty in conceptual elaboration. Therefore, it is concluded that the democratic management inserted into the PPP is fundamental for the organization of educational processes, promoting an inclusive and collaborative environment, but it was presented in a timid, less intentional manner, suggesting a more significant investment in its conceptual elaboration within the Pedagogical-Political Projects in question.