Princípios da gestão democrática e participativa na educação infantil pública

Abstract

This article aimed to analyze the collective relationships that take place in formal educational institutions and,
specifically, in Early Childhood Education institutions. Assuming that these spaces have the function of
democratizing the knowledge that makes up the human-generic legacy, it is up to us to ask: to what extent do the
inherent human relationships express a collective and democratic participation of the multiple subjects that
comprise them? In other words, we ask: is there democratic management in Early Childhood Education
institutions? To get closer to this object of study, we carried out a literature review in order to discuss the
epistemological concepts of democratic and participatory management, as well as the practical materiality of work
from the perspective of incorporating the concept based on collegiate or collective participation. In addition, we
developed an investigative movement on democratic management in Early Childhood Education, reaching the
analysis of the speeches presented by some teachers in relation to the role of management in this public space. It
is inferred that democratic and participatory management is part of a struggle in favor of a public education project
with socially shared quality.