PUBLIC POLICIES AND BNCC

THE ORGANIZATION OF DEMOCRATIC MANAGEMENT UNVEILED IN PARTICIPATORY PRACTICES

Abstract

Democracy is seen as a government that favors changes in the political, social, and economic spheres. When a person manages to make decisions, create rules, and take responsibilities achieving results, autonomy can be seen as a key point for human development, enabling the experience of a democratic process. This paper addresses points from the school context, related to democratic management and student participation in its construction, discussing how public policies and the Common National Curriculum Base (BNCC) are organized in democratic management and 

unveiled in participatory practices at school forming aware students for the exercise of citizenship. In order to do this, the way in which institutions implement student participation was considered, making them the main agent of their learning process, with the intention of answering the following question: “How are BNCC's curriculum policies undertaken in the daily school life, in order to exercise democratic management and the students' socio-emotional skills?”. It was then investigated the curricular policies of normative documents for the development of socio-emotional skills and democratic management; the way that this practice is based on the daily life of school institutions; and the methods for a concrete development of a democratic school management. The approached methodology had the participation of managers, teachers, and students, with the intention of understanding the planning, execution and impact phases of participative and democratic actions implemented by the schools. To sum up, there was a visible lack of understanding of the meaning and commitment necessary for student participation to happen, making the intention of these practices fragile and unsustainable, making the mission of training transformative and critical students more difficult.