Processos de gestão democrática em uma instituição pública federal do Rio Grande do Sul

Abstract

The school organization in Brazil is still the beginning with the coming of European settlers. The first experience of formal education in the country began with the Jesuits in 1549, which were long- time responsibility to provide for the needs of training and indoctrination to the time required for both training of skilled labor to work on the teaching of standards and rules to which the Indians would be submitted. However this is only the beginning of a process that constitutes the history of Brazilian education, which develops from social provisions more or less democratic. There were also educationally Pombalino the period , the era Joanina the First Republic , the Second Republic and all the political events that took place until the period of democratization that the country experienced in the late 1980s. The democratic education falls only in the process of political liberalization that the country experienced during this period end of the military dictatorship. The organization of educational institutions followed every movement history and outlined its conceptual framework and practical from this premise that could be articulated in such a way that to happen in participatory decision-making processes and collective. These brands brought to Brazilian education opportunities expand access to public school giving greater autonomy to institutions and the demands of the community. The high school and technical training federal public is one example. She appeared in more authoritarian contexts , as was the case in the early 20th century , and strengthens their interests even at the beginning of this century with the primary objective of the training of manpower to boost the economy growing (much like what was in century last but scaled ) . However we wonder to what extent this school technique produces provisions of a social democratic? This question guided our concern towards unveiling the professional capacity of exercising democracy at school so to give meaning to the collective processes and even legitimize the current political trend prevailing in the country. This was only possible from the measurements made and established dialogues with professionals responsible for organizing a federal public high school , technical and technological northwestern state of Rio Grande do Sul These conversations gave an overview of school practices to school organization of a specific property . The work was divided into three main parts: the theoretical framework, with certain historical, spatial and social education in Brazil, the methodological framework, outlining the importance of the necessary tools to work and some assumptions to talk about the results previously deciphered.