A autonomia na concepção de gestão educacional democrática

• Ano de defesa: 2010
• Autor(a) principal: Machado, Marco Aurélio Gomes
• Orientador(a): Cunha, Jorge Luiz da
• Banca de defesa: Leite, Maria Cecilia Lorea , Ferreira, Liliana Soares
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Educação
• País: BR
• Palavras-chave em Português: Autonomia; Participação; Política educacional
• Palavras-chave em Inglês: Autonomy; Participation; Educational policy
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/6962

The Democratic Educational Management, which is in the form of principle in the Law of Directives and Bases of Education in December of 1996, and since the Constitution of 1988 has been widely discussed in the educational sphere. Can be understood as the result of institutional decentralization process promoted by the Brazilian state in that it is restructured to fit the mold of economic policy, as well as can be understood as the attention to historical demands for greater freedom and participation of community members education for construction of an educational policy that reflects the needs of society. This dissertation work focuses on presenting a reading of the changes promoted by the rules of the democratic management of public education from the idea of autonomy. The objective is to establish and present the idea of participation as a condition for autonomy, that is, in my view, the purpose of this type of management. The space that the democratic management of education aims at occupying a political perspective that behaves depends on the participation and responsibility of the school community for their execution. The institutional model that provides educational management is participatory democracy. A legitimate channel for participation in social practice that encourages initiative and may lead to the formation of a more active citizen, informed and responsible for their choices. The challenge of this system is to engage the community and make it politically active, making public education meet the expectations and interests of the population.