Limites e possibilidades entre gestão escolar e democracia: uma escola do campo em análise

Abstract

This study deals with school management and democracy in a rural school. Therefore, the objective was to understand and characterize how school management is constituted in the researched context, as well as the limits and possibilities of this management in the construction of a democratic education. It is a qualitative investigation, whose theoreticalmethodological paths were constituted by the documentary analysis and the accomplishment of four semi-structured interviews with members of the school community. The main references that supported the construction of this work are: Freire (1995, 1978), Campos et al. (2015), Caldart (2012), Libâneo (2006) and Wood (2003). The treatment of the research findings had as reference the Content Analysis proposed by Bardin (1977) and Triviños (1987). From the problematization of the concepts of school management, democracy and rural education, it was possible to show that school management and democracy, in their full sense, still have different paths. Now they approach and now distance themselves, however, the small actions produced in the daily life were analyzed and recognized as important in the construction of strategies for coping with and overcoming the centralization of power, as well as in coping with the difficulties arising from the lack of autonomy and effective participation of the school community, situations that contribute to the maintenance of the existing gaps between school management and democracy, also propitiated by a political and social history that, for decades, did not favor democratic action in school, nor in society.