Escola, gestão e democracia: as marcas dos anos de chumbo no processo educacional brasileiro

Abstract

This work has as objective puts in analysis the relationships among the manners of school organization, linked to the technician pedagogy, and their implications front to the fights for the democratization of the public school, investigating the mechanisms that cross the administration processes and their effects. Our analyses took as reference the historical condicionantes of the Brazilian dictatorial period and the results of the researches “the school between the macro and the micropolitic and their implications with the psychological practices” and “Psychology and education: educational work, subjectivity production and health ", developed by the University of the State of Rio de Janeiro in CIEP 241 Nação Mangueirense among the years of 1996 and 2003. The lifted up material starting from interventions in the daily school, of semi-structured interviews and observations that were problematized through the analysis of the senses, once it is a social research of qualitative base. We looked for to evidence that the Brazilian history, remarkably in the period of the military regime, left marks difficult of be extinguished in our society, especially in the school territory, that still today has implications with the manners of organization of the public school, contributing with the processes of political fragility of the educators' class and other employees of the school. The political fragility, the fragmentation and the isolation, while mechanisms linked to the organization manners ruled in the authoritarianism and in the hierarchy, have been constituting as facilitators of the acceleration of the time in the work, not leaving space for the collective problematization of the daily subjects. This way, we brought for our field of analysis two manners of organization of the public school that are contributing to the disqualification and for the depreciation of the teaching: the “school factory” and the “school company”. CIEPs were also presented in the intention of explaining that the fights and tensions on behalf of the democratization of the public school were made presents in these school spaces and still today shelter the movements and the sufferings of the education field. We learned, during the dictatorial period that resistance is necessary and, as we noticed, in spite of the singular updatings of the dictatorial politics in the schools today, while exist life pulsing in the school territories, there will be resistance, establishing new movements, managing other possibilities among the totalitarian organization manners of the daily school.