Gestão democrática como propulsora de aprendizagens significativas

Abstract

This study investigates how the actions of managers, in this case shown in the figuresof the directors / deputy directors from the perspective of democratic management, under the principles of participation, autonomy and organization of collegiate bodies, can enable the construction of meaningful learning by involved in the educational process. Through theoretical and application of a questionnaire in three managers, directors of public schools in the metropolitan region of Rio Grande do Sul, it was possible to characterize the democratic management, identifying the principles of participation, autonomy and the organization of collegiate bodies; point the actions of the manager, director / deputy director, which contribute to the promotion ofeducational practices in order to construct meaningful learning in school, presentingthe challenges facing the democratization of school management, recognizing the difficulties and possibilities of overcoming pointing. Is valid to point out that thedemocratic management has become legitimate after the promulgation of the 1988 Constitution, and was constructed with the preparation of the Ten Year Plan of Education in 1993, the approval of the Law of Guidelines and Bases of 1996 and thesanction of the law 10172/01 (National Education). Through this, schools consolidatethe principles of participation of all of the educational process, the autonomy to decidethe direction of education and organization of collegiate institutions seeking to establish a permanent and open dialogue between managers, teachers, students, parents and community. By acting in the light of these principles, triggers the processof meaningful learning, where knowledge and personal bias have, same time,contribute to citizen practices, they will be worked out in a favorable location for participation, overcoming bureaucratic and isolated actions .