Gestão democrática no magistério público estadual do RS: conceitos e ações a partir de revisão da literatura

Abstract

This monograph is result from the studies developed in the Specialization Course in Educational Management, along the line of research LP/1 – Policies and Management of Basic and Higher Education, of the Postgraduate Program in Public Policies and Educational Management, at the Federal University of Santa Maria. It is a production of the Study and Research Group on Educational Policies and Management – GESTAR/CNPq. Its general goal is to understand the democratic management processes in the state public teaching of RS, based on a survey of the state of knowledge, in a time frame from the years 2015 to 2020. The survey of the state of knowledge is characterized as an exploratory study that accessed sources of documental and bibliographic order, looking at the Digital Library of Theses and Dissertations (BDTD) and the Capes Theses and Dissertations Catalog (Capes), and resulted in the selection and analysis of six theses and thirteen dissertations. The data analysis was based on the assumptions of Content Analysis, considering the precepts of Bardin (2016), and with the theoretical contribution of educational management and democratic management, based on the studies of Libâneo (2012), Lück (2011) and Paro (2017), among other references. Among the results and conclusions, it is noteworthy that the state of RS has its own legislation that provides for democratic management, consistent with the assumptions in force in national legislation, as well as mechanisms for its effectiveness, such as the choice of principals and assistant principals. Several cases were identified in which the implementation of democratic school management was successful in different areas of school life, prioritizing participation, especially when there was mediation by school managers, including the principal. Above all, there was a need for greater investment in the qualification of professionals working in school management, with a view to being more prepared for the understanding and implementation of public educational policies and, in this sense, to improve the processes of democratic management in the school context.