Policies for the management of Basic Education in Mato Grosso do Sul: redefining old concepts
DOI:
https://doi.org/10.5212/PraxEduc.v.19.22845.033Abstract
In this article, the aim was to discuss the concepts of democratic management and participation in school, based on the education policies developed by the State Department of Education of Mato Grosso do Sul, Brazil, between 2007 and 2022. The investigation involved collecting, systematizing, and analyzing documents produced at federal and state levels, such as legislation, policies and programs related to Basic Education. The results show that the government programs that guided education policies in the aforementioned period prioritized the insertion of managerial management concepts, causing implications for the process of community participation in decisions regarding the direction of the school. This management model adapted teachers’ work to meet market interests, giving new meaning to their professional identity. Thus, it created an environment of instability, insecurity, competitiveness and a disconnection from the debate on democratic management, distancing the school from the Aristotelian sense, which advocates that politics should promote a more humanized dialog, relating politics to a good, fair and happy life. More humanized relationships at school are fundamental for guiding collective actions that lead to the happiness and well-being of the subjects.
Keywords: Education policy. Educational management. School as a democratic space.
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