Gestão democrática como currículo da educação
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Data
2024
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University of Lusophone Humanities and Technology
Resumo
O trabalho pretende colocar luz sobre o debate de uma democracia possível não apenas como instrumento e método de gestão da educação e da escola a que tem se vinculado nos estudos e pesquisas da área, mas como processo, princípio e currículo, constituinte, portanto, das relações que se estabelecem nos processos educativos. Para tanto, o texto se estrutura a partir de uma tomada teórica em Norbert Bobbio, a partir do qual se explora o conceito da democracia como princípio, ou educação da e para a democracia, e segue com breves análises de referencial teórico que trata a ideia de democratização da pedagogia, das práticas, dos currículos. Com a finalidade de reconhecer a democracia como objetivo educacional, o estudo baseou-se, também, em levantamento bibliográfico no Portal de Periódicos CAPES, dentre trabalhos em língua portuguesa, com o intuito de verificar como a literatura vem tratando a temática. O estudo conclui indicando a necessidade da construção de processos democráticos que tenham seus alicerces na gestão da educação e da escola, que se tornem princípio das relações e práticas que se estabelecem nas instituições e, especialmente, conduzam a uma educação da democracia.
This paper aims to shed light on the debate about a possible democracy not just as an instrument and method for managing education and schools, to which it has been linked in studies and research in the area, but as a process, a principle and a curriculum, thus constituting the relationships that are established in educational processes. To this end, the paper is structured based on Norbert Bobbio’s theoretical approach, which explores the concept of democracy as a principle, or education of and for democracy, and continues with brief analyses of theoretical references that deal with the idea of democratizing pedagogy, practices and curricula. In order to recognize democracy as an educational objective, the study was also based on a bibliographical survey in the CAPES Periodicals Portal, among works in Portuguese, in order to see how the literature has dealt with the subject. The study concludes by pointing out the need to build democratic processes that have their foundations in education and school administration, which become the principle of relationships and practices that are established in institutions and, especially, lead to democratic education.
This paper aims to shed light on the debate about a possible democracy not just as an instrument and method for managing education and schools, to which it has been linked in studies and research in the area, but as a process, a principle and a curriculum, thus constituting the relationships that are established in educational processes. To this end, the paper is structured based on Norbert Bobbio’s theoretical approach, which explores the concept of democracy as a principle, or education of and for democracy, and continues with brief analyses of theoretical references that deal with the idea of democratizing pedagogy, practices and curricula. In order to recognize democracy as an educational objective, the study was also based on a bibliographical survey in the CAPES Periodicals Portal, among works in Portuguese, in order to see how the literature has dealt with the subject. The study concludes by pointing out the need to build democratic processes that have their foundations in education and school administration, which become the principle of relationships and practices that are established in institutions and, especially, lead to democratic education.
Descrição
Palavras-chave
EDUCATION, DEMOCRATIC MANAGEMENT, SCHOOL CURRICULA, EDUCATIONAL POLICY, EDUCAÇÃO, GESTÃO DEMOCRÁTICA, CURRÍCULOS ESCOLARES, POLÍTICA EDUCATIVA
Citação
Souza, Â R D & Finatti, R R 2024, 'Gestão democrática como currículo da educação', Revista Lusófona de Educação, vol. 63, no. 63, pp. 117-136. https://doi.org/10.60543/issn.1645-7250.rle63.08