Gestão democrática e educação libertadora: entre o ideal e o real

Abstract

The present work presents as its theme the analysis of the Political Pedagogical Projects (PPP) of urban municipal schools in Patos de Minas from the point of view of Paulo Freire, focusing on the categories of liberating education and democratic management. The research is linked to the Faculty of Education through the Master's/Doctoral Graduate Program of the Federal University of Uberlândia, in the line of research Knowledge and Educational Practices, in the thematic area on Paulo Freire's thought in public education and has as its general objective to analyze the PPPs and identify the approximations and distances between Freire's thought on the categories democratic management and liberating education and the perspectives expressed in these documents about the seeking to answer the question: What perspectives of education and management are expressed in the PPPs of urban schools in the municipality of Patos de Minas? This study is designed from the qualitative research approach. We carried out bibliographic research for the construction of the theoretical framework and for the survey of Theses and Dissertations that deal with the themes of democratic management and liberating education, with CAPES. To survey the empirical material, we conducted a documentary research. To explore these documents, we used a qualitative approach to carry out the analyses, having as main theoretical contribution the Freirean thought on liberating education and democratic management (Freire, 2019b, 2022a, 2022b, 2022c, 2022d, 2022e, 2023). The results of the research reveal an emphasis on technical and managerial procedures in the management of municipal schools in Patos de Minas, distancing itself from the Freirean perspective of democratic management. The perspective of education expressed in the analyzed documents reveal elements of the banking conception of education, emphasis on the standardization of methodological procedures and on a technicist perspective of education, distancing itself from Freire thinking on liberating education.