A comunicação pedagógica e o trabalho coletivo: estratégias de ação para uma gestão democrática na escola de educação infantil

Abstract

This work aims to propose power strategies of decentralization that are able to contribute for a more democratic management at a Childhood School. It is a bibliographical research with a qualitative approach, supported in the theoretical framework of authors such as PARO (2000, 2006, 2016, 2017), BORDIGNON; GRACINDO (2011); LIBÂNEO (2007); FOLETTO; ISAIA (2017) that have brought great contributions on the subject, allowing the reflection of how this process can and should be possible in school environments. As a result, it was perceived that, since the school is a space of experience and formation, it is necessary that the different segments of the educational context perceive the real benefits of collaborative work, disagreeing and understanding that education is not an individualized thinking, but collective, exchanging, sharing, in group. Therefore, it is necessary to resume dialogues through pedagogical communication and group observation. Thus, it is concluded that collaborative work points to be an indispensable tool in the educational scenario. The group participation in the construction and reconstruction of ideas through reflection and pedagogical communication in groups favors a change of paradigms, thoughts and actions in search of a consistent democratic management with the education, which in fact is needed and deserved.