The democratization process as an immaterial legacy: the experience of education management in Várzea Paulista (2005-2012)

Abstract

This article analyzes the considerations of managers and teachers about the management of the Municipal Department of Education (SME) of Várzea Paulista-SP, between 2005 and 2012, focusing on the perspectives and tensions related to the democratic process established. The hypothesis is that the political guideline of democratization of relations, adopted by the managers, contributed to the formation of democratic subjectivities and represented a concrete practice of democratization of educational management. The data were collected through semi-structured interviews and analyzed according to the content analysis methodology (Bardin, 2016), based on Santos' (2011) reflections on democracy. The results indicate that the valorization of diverse knowledge in the construction of educational policies and the sharing of authority promoted rebellious and competent democratic subjectivities, capable of proposing social alternatives. As an intangible legacy, the democratization of relations between the subjects involved in the educational process stands out.