Educar na vivência cidadã e as suas Implicações no processo de gestão democrática da escola

Abstract

The school education, in theory, doesn’t happen without educative principles. Schools develop practices of pedagogical and administrative management that are, in some ways, guided by proposals built by the responsible persons for the organization of the school routine. The problem, however, seems not to reside in the lack of principles, but in the lack of their comprehension, which results in the defense of some principles by the discursive practice, on the one hand, and in the implementation of other principles by the pedagogical and administrative practice, on the other hand. As most of people know, it is possible to criticize an educational act based on transmission of contents and a management model based on authoritarism. With their action, the responsible persons by the school routine can reinforce this criticism, which implies a considerable distance between what is claimed and what is done. In this sense, this monography aims to investigate the possibility of the public school of basic education educates under the citizenship-experience, having as central axis a democratic management and its pedagogic proposal. Based on a conception of a democratic management of school, this work tries to characterize what is an educative process turned to the citizenship-experience, which depends on pedagogic practices that overcome a conception of “bank education”, that denies the citizenship-experience, and turn to the construction of a “dialogical/problematizing education”, where resides the possibility of educating under the citizenship-experience.