O conselho estadual de educação do Espírito Santo e a gestão democrática: do plano estadual de educação ao projeto político-pedagógico

Abstract

This study investigates decisions/actions/activities of Conselho Estadual de Educação do Espírito Santo (CEE/ES) [State Board of Education of Espírito Santo] that contributed to guide the Sistema de Ensino do Estado do Espírito Santo [Education System of the State of Espírito Santo], direct or indirectly, in the (re)organization of the Projeto Político-Pedagógico (PPP) [Political-Pedagogical Project] and of the school curriculum in its several aspects; and that indict movements focused on increasing the participation of different segments of the school community in managing school units in the perspective of democratic management. The study takes into consideration the Meta 19 [Aim 19] of Planos Nacional e Estadual de Educação [National and State Education Plans] (PNE 2014-2024 e PEE 2015-2025), which established the deadline of two years for the implementation of the democratic management, associated to technical criteria of merit and performance, and the public consultation to the school community, in the sphere of public schools, expecting resources and technical support from the Union. The study was carried out based on principles of interpretation paradigm and followed the outline of the documentary research. The corpus of the study was consisted on a diversity of documentary sources produced by CEE/ES and by other departments responsible for the management of the education both in national and state level. Theoretically, it was guided in the reflections of authors such as Gadotti (2014), Freire (1981, 1989, 1994, 1996, 2000a, 2000b, 2001, 2003) and Lima (2002, 2016). The documentary corpus of the study showed that activities of CEE/ES has not privileged the mobilization for the search of an effective implementation of democratic management with a high intensity participation, according to what the reflections of Lima (2002, 2016) indicates. The democratic management suggested above resulted in a "low intensity" participation, of a formal representation, despite being affirmed in accordance to the principles and elements proclaimed by MEC, that adopted the democtratic management as quality indicator.