Gestão democrática escolar à luz da lei 1.503/2010: repercussão na política educacional do Amapá (2014-2021)

Abstract

The present Dissertation had as its object of study the School Democratic Management (GDE), public educational policy as expressed in Law n. 1,503/2010, in the State of Amapá, in compliance with the provisions of federal legislation, such as: Federal Constitution/1988, LDB 9,394/1996 and Law n. 13.005-PNE/2014. The research problem asks: how was the modus operandi used by the Government of the State of Amapá to implement, in 2014 and to develop, until 2021, the practice of decentralization, transparency, participation and autonomy in a limited number of units of its wide teaching net work? The core of the problem reflected on the political-social and autonomous organizational dynamics in one of the four pilot schools of the GDE implementation project. The general objective was to analyze the impact of International Organizations in the determination of Public Educational Policies adopted by the Brazilian State. As for the specifics, they consisted of investigating the application of the democratic principle in Educational Management in public schools; to identify the consequences of Goal 19-PNE/2014 on the legislation adopted in Brazilian geographic regions, emphasizing the ways of providing the position of School Manager; to evaluate the way in which the Project to implement Democratic School Management is carried out with in the scope of a State School in Amapá, having as interlocutors subjects involved in the process.The analys is of empirical information was permeated by reflections about the implementation of Democratic Management in the research locus. Support was sought in the bibliography of several Marxist, Gramscinian and Freirean authors, with the theoretical-methodological contribution in the light of Historical-Dialectical Materialism, with a qualitative approach, fulfilling as steps of the Case Study methodology process – the bibliographic foundation , document analysis and ending with the discussion of empirical in formation. The results revealed the dynamics of implementing Democratic School Management in State Schools in Amapá, as well as implementing and maintaining such management, especially in the SARS-CoV-2 pandemic scenario, in which school interactions were carried out through of the online model, such as classes and meetings organized on communication platforms or interaction applications. It is concluded that the Secretary of State for Education (SEED) implemented the GDE in 2014 in Amapá, partially following the articles of Law n. 1,503/2010, continuing throughout 2017 the implementation of democratic management in more schools, however, after that period until months before the pandemic, there was no mobilization by SEED about the installation of the GDE for more schools. In view of this, it is considered that the implementation of Democratic School Management in Amapá hás stagnated, with out having a return plan to implement such management to the entire state education network.