Os desafios da gestão democrática na Educação Básica da rede estadual paulista: um estudo de caso sobre a região de Taquaritinga - SP
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Data
2023-03-17
Autores
Silva, Mateus Sebastião da
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Universidade Estadual Paulista (Unesp)
Resumo
Transformações intensas ocorreram no final do século XX e no princípio do século XXI, com a aceleração do processo de globalização econômica e cultural, a adoção de políticas neoliberais e as alterações nos sistemas produtivos promoveram rupturas de paradigmas, trouxeram incertezas e aceleraram transições nos mais diversificados âmbitos da sociedade. O campo educacional, inserido neste contexto de transformações, não está imune a todos estes processos. Neste cenário, ganha espaço a possibilidade da implantação da gestão democrática nas unidades escolares. Presente em diversos princípios, artigos e incisos da Constituição Federal, da Lei de Diretrizes e Bases da Educação Nacional e nas metas do Plano Nacional de Educação e do Plano Estadual da Educação de São Paulo, a gestão democrática possui alguns conceitos essenciais para a sua implementação plena na educação básica pública nacional, como a autonomia, a participação e o controle social. O caminho para que a gestão democrática se efetive ainda é meandroso e desafiador, repleto de inflexões no curso de sua história, necessitando avançar por meio de ações de fortalecimento dos colegiados, de participação da comunidade escolar, na tomada de decisão e na superação de diversos obstáculos que ainda assombram as escolas. Apesar de alguns avanços identificados na rede estadual paulista, os desafios ainda são imensos.
Intense transformations took place at the end of the 20th century and at the beginning of the 21st century, with the acceleration of the process of economic and cultural globalization, the adoption of neoliberal policies and changes in production systems promoted paradigm ruptures, brought uncertainties, and accelerated transitions in the most diverse spheres of society. The educational field, inserted in this context of transformations, is not immune to all these processes. In this scenario, the possibility of implementing democratic management in school units gains space. Present in several principles, articles and sections of the Federal Constitution, the Law of Directives and Bases of National Education and in the goals of the National Education Plan and the State Education Plan of São Paulo, democratic management has some essential concepts for its implementation in national public basic education, such as autonomy, participation and social control. The path for democratic management to become effective is still meandering and challenging, full of inflections in the course of its history, requiring progress through actions to strengthen collegiate bodies, participation of the school community in decision-making and in overcoming various obstacles that still haunt the schools. Despite some advances identified in the public network of São Paulo, the challenges are still immense.
Intense transformations took place at the end of the 20th century and at the beginning of the 21st century, with the acceleration of the process of economic and cultural globalization, the adoption of neoliberal policies and changes in production systems promoted paradigm ruptures, brought uncertainties, and accelerated transitions in the most diverse spheres of society. The educational field, inserted in this context of transformations, is not immune to all these processes. In this scenario, the possibility of implementing democratic management in school units gains space. Present in several principles, articles and sections of the Federal Constitution, the Law of Directives and Bases of National Education and in the goals of the National Education Plan and the State Education Plan of São Paulo, democratic management has some essential concepts for its implementation in national public basic education, such as autonomy, participation and social control. The path for democratic management to become effective is still meandering and challenging, full of inflections in the course of its history, requiring progress through actions to strengthen collegiate bodies, participation of the school community in decision-making and in overcoming various obstacles that still haunt the schools. Despite some advances identified in the public network of São Paulo, the challenges are still immense.
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Palavras-chave
Educação, Gestão democrática, Autonomia, Participação, Controle social, Qualidade de ensino, Education, Democratic management, Participation, Autonomy, Social control, Teaching quality