Gestão escolar democrática: o papel do gestor na organização dos espaços /tempos escolares na perspectiva da qualidade da educação

Abstract

This study brings to light the democratic school management, giving visibility to the role of school managers in the organization of school spaces/times, seeking to understand possible contributions to the quality of school education. Through a critical and reflective view, the perspectives of the role of the school manager are discussed, considering the public educational policies expressed by the quality discourse. The analysis of the phenomenon in question was based on references that addressed the theme of democratic school management through theoretical and empirical studies, including Libiliar (2012), Paro (1988), Luck (2000), Araújo (2000), Gadotti (2000) and among others. Similarly, the research was based on the principles of the Federal Constitution of 1988 and the Law of Guidelines and Bases of National Education - LDBEN Nº 9394/96, in addition to decree rules and supplementary guidelines. The qualitative research sought to analyse all segments of a public school in the state of Maranhão, to produce information about the manager's methodology concerning school-related decision making, as well as the participation of other school collaborators and, not least the school community. The data analysis allowed us to understand how democratic management is organized within an indispensable context, the school. The results revealed that the school manager, as a mediator of management processes and practices, must propagate and ensure the participation of all within the institution's decision making, in order to establish a school environment focused on democracy, meeting the wishes of the school community, with a view to the socially referenced quality of education