A interrelação entre gestão educacional e gestão do pedagógico

Abstract

The interrelationship between the educational management, school management and the administration of education, constituted the theme of this research. In this spectrum, the possibilities of the pedagogical management front of democratic education has been the guiding lights of literature, bringing the center of the discussion direct and indirect actions of the macro and micro educational facilities from the public policies of educational management, legal framework provided by formed by the 1988 Federal Constitution and the Law of Directives and Bases of National Education Law 9394/96, respectively. In this way, we had as objectives to place educational policies throughout the twentieth century, starting with the year 1920, highlighting the emergence and formation of school management, understanding the political economic and ideological factors that shape the current scenario and its implications for educational management and school, identify the potential of managing the educational front to building a democratic education. In this research, education has been understood as a practice within a specific space-time, taking action as a practice of individuals to participate in the actual production of knowledge, beyond the traditional disciplines, work in shaping values, attitudes and ethics. To contextualize the interrelationship between educational administration and management of teaching, we resume the path of education from the 1920s to the present day, pointing to the trajectory, since the beginning of the school administration followed by the social struggle in pursuit of democracy and realization of democratic school management, focusing on the prospect of effective participation of school actors as subjects of the process of effective management for emancipation. It was felt that education today is still exclusive and that agents are still subordinate to the demands of capitalist society by setting a policy of "commodification," which perpetuates inequality by allowing the return of meritocracy, where success and failure are by risk of the customers on the educational market.