A democratização da escola e o projeto político pedagógico: movimentos instituintes.

Abstract

This academic project aims as its main goal to understand the reality in which public school is based, in a moment Education is highly regarded as solution to serious issues related to social inequities. These themes, hugely worsened by economic globalization, occurred on account of neoliberal policies, which implied, simultaneously, meaningful reduction of the welfare state and ascension of policies dictated by market players instead public sphere. Like social organizations, the struggle for Brazilian democratization, mainly in the 1980's, indicated the approach to an inclusive and high quality education would possibly depend on the democratization of the school itself. In order to confirm or reject such possibilities, it was made a qualitative research of ethnographic bias in a public school located in Rio de Janeiro, D.C. The referred research intended to examine the proposal and application of a Pedagogic-Political Assignment --a public policy demanded for the democratization of school. At the same time, it was appropriate to deepen how school community understood and faced it. Also, in which way local community strived for policies turned to the inclusion of disabled people, as long as to manage instituting movements to improve social and economic conditions in this area, the poorest one in the city of Rio de Janeiro. The methodology of research-intervention was quite effective, because, by actuating at that school, it was possible to, overall, interact and stimulate the ones involved in this scenario: capturing their reasonings, practices and point-of-views having in perspective a democratic school. The critical-dialectic analysis was a reference which became highly satisfactory to subsidize the present research. It concludes that educational system personified by school coordinators, actually, reinforces an authoritarian culture which offers a low quality of educational level. Despite democratic discourses, practices and points-of-view constituted also of resistance, this research intends to reflect on change in school democracy