Gestão democrática na implementação do regime especial de atividades escolares não presenciais (REAENP) em Maceió - Alagoas: análise de documentos oficiais

Abstract

The changes provided by the Digital Information and Communication Technologies require a constant evolution of society, including education. Additionally, the pandemic resulting from the Sars-Cov-2 virus, which causes the Covid-19 disease, promoted a rethinking of the school as an educational institution, since face-to-face classes were suspended. In this context, the state of Alagoas adopted the educational policy Special Regime of Non-Presential School Activities, as a response to the pandemicm, which allowed the substitution of in-person classes with non-in-person classes, with the adoption of a new curricular structure. From the study carried out, using the Content Analysis methodology to study documents related to this educational policy, such as Ordinances Seduc nº 4.904/2020 and Seduc nº 7.651/2020, which establish the Special Regime of Non-Presential School Activities and drawing on theoretical references such as Pierre Dardot, Christian Laval, and Wendy Brown for understanding neoliberalism, Heloísa Lück, Victor Paro, and Demerval Saviani for understanding democratic management, and Pierre Lévy and Edméa Santos for the discussion on digital technologies and cyberculture, it is concluded that inequalities were magnified by the pandemic and by the educational policy studied, as this did not seek to disseminate Digital Information and Communication Technologies among its students or use participatory management strategies to integrate the school community into decisions made involving education during isolation Social. In this way, the Special Regime of Non-Presential School Activities is characterized as an educational policy with a managerial profile, promoting: exacerbated competition between students and between educators; individual accountability; disruption of collectivity in favor of capitalist collaboration; focus on large-scale assessments, especially the National High School Examination, through Focus on the Enem; deletion of collegiate bodies, such as student unions; productivityoriented worldview. Furthermore, the State Department of Education of Alagoas centralized decisions regarding education in its technobureaucratic body, not allowing other subjects to play an important role in the direction of the Special Regime of NonPresential School Activities, either in its creation or in its implementation, with significant openness only to the influence of private institutions, such as the Natura Institute, which represents bourgeois interests and not the school community itself. Therefore, democratic management was curbed during the Covid-19 pandemic in the state education network of Alagoas.