DEMOCRATIC SCHOOL MANAGEMENT: WHAT THE PERCEPTIONS OF TEACHERS FROM THE STATE EDUCATION SYSTEM OF SANTA CATARINA SAY

Abstract

The article aims to present the perceptions of teachers belonging to the state education system of Santa Catarina about democratic school management. It corresponds to an excerpt of a Doctoral research in Education, whose problem surrounded the perceptions of basic education teachers of the mentioned network, about democratic management in the daily life of their schools. The research is characterized as qualitative and quantitative, with the analysis of data obtained from the application of an online questionnaire to teachers of the state education network. It also contemplates a discussion of the government policies that regulate school management in the state network, Decree No. 1,794/2013 (SANTA CATARINA, 2013) and Decree No. 194/2019 (SANTA CATARINA, 2019a). Among the theoretical references that support the analysis, we highlight Cury (2007), Vieira (2007), Souza (2009; 2012), Lima (2013), who discuss the concepts pertaining to democratic management; Alves (2019), Palú and Petry (2020), problematize liberal democracy, which delimits democratic management in schools; and consequently, compromises the recognition and participatory parity (FRASER, 2002; 2006; 2007) of teachers. Although the results indicate that democratic management materializes in state schools, there are teachers who do not recognize it, which may be associated with successive government policies that delay the effectiveness of democratic school management.