Um olhar sobre o conceito de democracia e educação

A look at the concept of democracy and education

Abstract

Abstract: Thispaperaimstodiscusstheconceptofdemocracy as a formofcriticalvisualitytobeexploredwithintheschoolenvironment, understanding it as anexerciseofreflectionand dialogue amongthedifferentagentsoftheeducationalcommunity. Basedon a documentaryanalysisofstudiesfocusedonunderstandingtheschool as a social institution, theworkseekstoreflectonhowthedemocratizationofrelationshipsandpedagogicalpracticescanpromote a more critical, autonomous, andhumanisticformation. In thiscontext, thestudyisguidedbythefollowingresearchquestion, whichseekstoexposeepistemologicalpossibilities: Is it possibletocreate a school in whichthecommunityandstudentsactivelyparticipateandhaveautonomyto decide howcontentisdelivered, withoutdisregardingtheimportanceandpedagogicalauthorityoftheteacher?The researchadopts a qualitative approach, grounded in theoretical frameworks thatarticulateideology, education, anddemocracy. Initially, it seekstodemonstratehowconservative policies andprojects, byreshapingthe role ofschoolsandeducationalinstitutions, havelimitedthetransformativepotentialofeducation, reducingcriticalityto a superficial readingofideologiesandweakeningthepolitical role ofpubliceducation. Subsequently, thetextengageswithauthorswhoanalyzeeducation as a liberatingpractice, particularlyhighlightingthecontributionsof Paulo Freire (1967), Marilena Chauí (2016), and Ildeu Coelho (2011), whosereflectionsemphasizetheemancipatorynatureofeducationalpracticeandtheneedtovalueteaching as a fundamental mediationofknowledge.Freirean perspectives andCoelho’sconceptionsofdemocraticeducationpermeatethestudy, reinforcingtheunderstandingofeducation as a processofhumanand social emancipation, orientedtowardtheconstructionofcitizenshipandtherecognitionofindividuals’ subjectivecomplexity. Thus, thepaperadvocates for theappreciationofpublicschools as plural, dialogicalspacesofresistancetomarket-drivenandtechnicistlogics, reaffirmingtheteacher’s role as a transformativeagentandmediatorofknowledge. Finally, it ishopedthatthereflectionspresentedheremaysignificantlycontributetostrengthening more inclusive, critical, anddemocraticallycommittededucationalpracticeswithintheBrazilianeducationalcontext.