Os Desafios Da Gestão Democrática Na Escola Pública

Abstract

Since the re-democratization, in 1985, and the promulgation of the Federal Constitution of 1988, the importance of education is debated in Brazil, with emphasis on the establishment of the democratic management model in our public schools. We are aware of how harmful the military regime was to the country and to our entire society during more than twenty years in which authoritarianism persisted. With the fall of the regime, it was necessary to have another educational model that privileged the quality of teaching, democracy in the purposes and the role of the community in the search for the aspirations of restorative education. Thus, from the Federal Constitution of 1988, with the confirmation in the Law of Guidelines and bases of 1996, there was a change in the educational policy of the country, with the adoption of democratic management in Brazilian public schools, with the aim of to form citizens fully qualified for life in society and aware of their rights and duties. This article seeks, in a simple and direct way, to summarize the paths taken by Brazilian education, from the vertical model of chain of command of the military regime to the implementation of democratic management and its challenges, with emphasis on the issue of community participation in building a new education project, of the competences claimed by the educational managers and of the procedures used so that this management is, in fact, a differential in the Brazilian public education.