EVIDENCE OF THE DISCRETIONARY EXERCISE IN THE IMPLEMENTATION OF DEMOCRATIC MANAGEMENT IN EARLY CHILDHOOD EDUCATION: THE PERFORMANCE OF A LEADERSHIP TRIO IN A PUBLIC EQUIPMENT IN THE CITY OF SÃO PAULO

Abstract

In Brazil, the consolidation of a Democratic State continues between advances and setbacks, in which equality in exercising social and individual rights does not reach a broad population segment. In this highly complex and unequal scenario, implementing public educational policies in public schools can both serve to shape and maintain an unjust social order and can become a space that questions this structure and collectively builds ways to realize the rights of the population served. In this last perspective, the democratic management of the school can be a mediation. This work, the result of a master's thesis, aims to discuss the following question: How is the leadership team's discretionary exercise in implementing democratic management in an Early Childhood Education Center in the city of São Paulo between the years 2021 and 2022? The research focused on the actions
of public bureaucracies that organize school management and the actors that articulate and coordinate the collective human effort in implementing educational policies.The collection and analysis of materials came from the triangulation of data and methods, using participant observation, semi-structured interviews, and document analysis in the composition of the case study. Results from the qualitative analysis point to discretionary categories in the performance of the researched team: collective project management, participation management, and collective training management.