A formação democrática dos sujeitos educacionais com a medição do pedagogo

Abstract

The presented work has methodology of bibliographical reviews of authors related to the theme. The objective was to enable a discussion about the theme of democratic management articulated with education for the democratic process within the school of the democratic formation of educational subjects as a result of the pedagogy mediation. At first, we present the legal principles and facts that occurred in the historical and legal construction of school management and the democratic formation of Brazilian society. To this end, some laws of the national education system are presented, consisting of important legal texts on the subject, such as, for example, the Law of Guidelines and Bases of National Education, which is governed by the principles of democratic management and characteristics to be she inherent. In a second moment, a reference is made to the daily practice of the democratic management of education promoting a reflection of the link between the formation of school management in the institutions, encompassing all educational subjects in the school environment in the process of developing their own management. In a third moment, it is mentioned the attribution of the pedagogue, through his performance in the process of school democratization, which is linked to the process of mediation, articulated to his educational subjects, however, defending a democratic dialogue as a means of integrating management.democracy in the school environment. Finally, we will have the fourth topic regarding the impasses and suggestions for the development of the formative practice with a view to democratic school management, however, with reference to democratic management in the face of the principles of autonomy and participation as a suggestive mode, as opposed to bureaucratization, among other obstacles, which permeate the school environment and the democratic management system of education, which are presented and debated in school institutions by educational subjects, including the pedagogue. Therefore, it is necessary to reflect on attribution as a mediator with their educational subjects in the democratic context in school environments.