The democratic management of the public school in contexts of local educational reforms: A comparative study between Brazil and Spain

Authors

DOI:

https://doi.org/10.14507/epaa.28.4285

Keywords:

Democratic Management, Public School, Educational Reforms, Educational Legislation, Comparative Education

Abstract

Democratic management as a way of organizing the public school can be translated in its contemporary historicity as a collective action that demands changes in the autocratic and hierarchical structure of the school unit. In this article, we analyze the process of constructing legislation on democratic school management in contexts of local educational reforms, based on Brazilian and Spanish cases. Methodologically, we understand educational legislation as documents that incorporate discourses with legitimate authority, especially of the State, and that spread conceptions of the world as a result of disputes over hegemony in the field of educational policies. In terms of results, our study points out that throughout the process of producing legislation for the democratic management of schools, the two countries showed advances and setbacks regarding the specification of the school actors who should participate in decision-making processes, as well as the instances of participation in school management.

 

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Author Biographies

Neusa Chaves Batista, Universidade Federal do Rio Grande do Sul

Sociologist with a Doctoral degree in Education. Professor of Education Sociology and Researcher at the Center for Education Policies and Management (NEPGE) of the Federal University of Rio Grande do Sul (UFRGS).

Miguel A. Pereyra, University of Granada

Professor of Comparative Education at the School of Educational Sciences of the University of Granada (UGR). Researcher of the Grupo de Investigación Políticas y Reformas Educativas (UGR).

Published

2020-01-06

How to Cite

Batista, N. C., & Pereyra, M. A. (2020). The democratic management of the public school in contexts of local educational reforms: A comparative study between Brazil and Spain. Education Policy Analysis Archives, 28, 2. https://doi.org/10.14507/epaa.28.4285

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Section

Articles