A gestão democrática escolar amapaense: desafios e possibilidades da política implementada a partir da Lei n. 1.503/2010

Abstract

This research deals with democratic management in public schools in Amapá. The general objective was to analyze the process of implementing democratic school management in schools in the state public basic education network of Amapá since the approval of Law No. 1503/2010, unfolding into the following specific objectives: to discuss the historical, economic, political and educational context in which the perspective of democratic management has been established in the Brazilian scenario in recent decades and how these have impacted the educational context of Amapá; present theoretical bases focused on the principles of democratic school management; to identify the mechanisms/actions adopted for the implementation of democratic school management by SEED since the approval of Law No. 1,503/2010; to analyze the reflections, results and challenges of implementing democratic school management in the state education network of Amapá in the period 2010 - 2024. This research was based on Historical-dialectical Materialism (Marx, 2008), based on the categories of the method: totality, mediation and contradiction (Lukács, 2018), and as categories of analysis, it was used: participation and autonomy to deepen the object of study school democracy. The nature of the research approach is quantitative and qualitative (Goldenberg, 2004), based on content analysis (Bardin, 2001), as a technique for interpreting the results, having as data collection instruments the semi-structured interview and document analysis. The locus of the research was the State Secretariat of Education. Three subjects who represented the Secretariat of Educational Policies and Coordination of Basic Education were interviewed. Former coordinator of the State Commission for Electoral Processes – CEPE and a representative of the Union of Public Servants in Education of Amapá – SINSEPEAP. The results showed that, currently, only eight schools are classified as having democratic school management according to Law 1503/2010 and that the process of implementing this model is stagnant due to the inactivity of CEPE, so that even though it is in the planning of SEED and in the banner of struggle of SINSEPEAP, there is no prospect, in the short term, of the continuity of the policy of expanding democratic school management in the public network of Amapá, on the contrary, there is a growing number of management models based on efficiency, meritocracy and results, market characteristics that serve the interests of capital.