Resumen

GASPARELO, Rayane Regina Scheidt  y  GANZELI, Pedro. Democratic management conceptions in educational policies of the state Department of Education in Paraná (1990-2010) Paraná: democratic management conceptions. Acta Educ. [online]. 2021, vol.43, e48756.  Epub 01-Ago-2021. ISSN 2178-5201.  https://doi.org/10.4025/actascieduc.v43i1.48756.

Investigating the democratic management of schools is a complex task, as it involves questioning the extent to which policies, systems and educational institutions were made, or are, democratic, considering different governments and the historical, social, economic and cultural movement of society. In this sense, we searched in the article to discuss a conception for Education management assumed between the years 1990 and 2010 in educational policies by the State Secretary of Education (SEED) in Paraná. Therefore, the study is based on the analysis of bibliographic and documental references relevant to the theme. Pointing the historic route of political constitution on democratic management frame in different moments of federal and state government, a field of disputes is noticed out, in which governing is synonymous with interests and momentary conveniences of specific groups that cover minority parcels of the population, not advancing in the formulation of a policy of democratic management for the State. It concludes that in political guidelines regarding the schools’ participation and autonomy, the predominance is for managing and financial aspects. According to Lima (2011), for education, the perspective that is inscribed in economic rationality is based on the terms autonomy, decentralization and participation stripped of political meaning; that is, as technical-rational instruments. Participation means integration, collaboration and a strategy to reduce institutional conflicts, promoting cohesion and consent. Autonomy and decentralization are restricted to the functional and operational articulation between the central level and the local and institutional levels of school education. It intends to establish an organizational culture of strategic management, in which educational agents assume responsibility for the results, releasing the government from guaranteeing the necessary conditions for the realization of the right to education.

Palabras clave : Educational politics; education management; democracy; managerialism.

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