Gestão democrática da construção de uma proposta curricular no ensino público: a experiência de Aracajú

Abstract

A pesquisa avalia a experiência da construção coletiva de uma proposta curricular no ensino público, sob a ótica da gestão democrática com que foi conduzida pelo sistema municipal de ensino, considerando a assimilação/explicitação do trabalho como princípio educativo que representou seu eixo/conteúdo fundamental, também elevado à diretriz do processo. Identifica suas contribuições objetivas/subjetivas e os determinantes da sua fragilidade como política pública, a partir da análise do contexto em que se desenvolveu, dos depoimentos dos seus protagonistas, dos documentos produzidos no processo e da revisão da literatura, centrada no pensamento de Marx, Gramsci e Heller. Aborda duas questões fundamentais da administração da educação: gestão democrática e trabalho como princípios educativos no currículo da escola pública, à luz das formas atuais de organização dos processos de trabalho e dos novos paradigmas de análise da organização escolar. Demonstra que se tratou de uma experiência de gestão democrática que alcançou seus objetivos, contribuiu para o crescimento/autonomia dos sujeitos e para a explicitação do trabalho como princípio educativo.The research evaluates the experience of the collective construction of a curricular proposal in public education, from the perspective of the democratic management with which it was conducted by the municipal education system, considering the assimilation/explicitation of work as an educational principle that represented its axis/fundamental content, also elevated to the guideline of the process. It identifies its objective/subjective contributions and the determinants of its fragility as a public policy, based on the analysis of the context in which it was developed, on the testimonies of its protagonists, on the documents produced in the process and on a literature review, centered on Marx's thought, Gramsci and Heller. It addresses two fundamental issues of education administration: democratic management and work as educational principles in the public school curriculum, in the light of current forms of organization of work processes and the new paradigms of analysis of school organization. It demonstrates that it was an experience of democratic management that achieved its objectives, contributed to the growth/autonomy of the subjects and to the explanation of work as an educational principle.The research evaluates the experience of the collective construction of a curricular proposal in public education, from the perspective of the democratic management with which it was conducted by the municipal education system, considering the assimilation/explicitation of work as an educational principle that represented its axis/fundamental content, also elevated to the guideline of the process. It identifies its objective/subjective contributions and the determinants of its fragility as a public policy, based on the analysis of the context in which it was developed, on the testimonies of its protagonists, on the documents produced in the process and on a literature review, centered on Marx's thought, Gramsci and Heller. It addresses two fundamental issues of education administration: democratic management and work as educational principles in the public school curriculum, in the light of current forms of organization of work processes and the new paradigms of analysis of school organization. It demonstrates that it was an experience of democratic management that achieved its objectives, contributed to the growth/autonomy of the subjects and to the explanation of work as an educational principle.La recherche évalue l'expérience de la construction collective d'une proposition curriculaire dans l'enseignement public, du point de vue de la gestion démocratique avec laquelle elle a été menée par le système éducatif municipal, en considérant l'assimilation/explicitation du travail comme un principe éducatif qui représentait son axe /contenu fondamental, également élevé au rang de ligne directrice du processus. Elle identifie ses apports objectifs/subjectifs et les déterminants de sa fragilité en tant que politique publique, en s'appuyant sur l'analyse du contexte dans lequel elle a été élaborée, sur les témoignages de ses protagonistes, sur les documents produits dans le processus et sur une revue de la littérature. , centré sur la pensée de Marx, Gramsci et Heller. Il aborde deux questions fondamentales de l'administration de l'éducation : la gestion démocratique et le travail comme principes éducatifs dans le curriculum de l'école publique, à la lumière des formes actuelles d'organisation des processus de travail et des nouveaux paradigmes d'analyse de l'organisation scolaire. Il démontre qu'il s'agit d'une expérience de gestion démocratique qui a atteint ses objectifs, contribué à la croissance/autonomie des sujets et à l'explication du travail comme principe éducatif.