O currículo como possibilidade da democracia escolar: o que pensam de educação e de gestão a comunidade educativa de uma escola da rede pública municipal de Fortaleza

Abstract

This essay looks up an approach of curriculum, as condition of possibility of participatory democracy in school. Curriculum is understood as those concerns and meanings effectively shared by the school community, in a wide aggregation of conflict relationship, which may be perceived in the speech emitted by their agents, namely, teachers, management core, students, school staff and parents. Therefore we will make a consideration of representations about education and school management of an elementary public school of the municipality of Fortaleza, Ceará. These representations, as they are permeated by “conflict speech” by the institutionalization of a specific way of understanding and organizing the school space, must be viewed in the context which cause them, namely, influences of the economic models and of the capitalist state, as well as by the every day manner of perceiving and analyze the reality of the educational community. Educational management is understood as those configurating policies and actions which cause influence considerably to the school in its decisions, but which suffer local interpretations as a way to jeer the dominating official orientations. Local school space is considered as public sphere able to house different opinions and qualities of interaction, and because of that able to create those pedagogical and management conditions specific to the conformation of students and, thus, to institutionalize, in anticipation, a democratic and participatory.