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Publication
Racionalidades, produção normativa e desafios autonómicos pós 25 de Abril: o caso da Região Autónoma da Madeira
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Abstract(s)
Depois do 25 de Abril de 1974 a democratização da gestão foi mote para justificar várias das reformas levadas a cabo na escola sem que isso tivesse significado um abrandamento da centralização política e administrativa, visível na excessiva produção normativa que em muito contribui para limitar a verdadeira participação e autonomia dos atores educativos. Acresce a presença hegemónica das racionalidades instrumental e mecânica nas decisões enformadas de neutralidade, impedindo, por essa via, a capacidade crítica, arrojada e criadora que a democracia inclui. A democratização da escola, porque entendida enquanto projeto em construção, tem que reconhecer como relevante um conjunto de variáveis, quer sejam as relativas às agendas políticas que orientam a ação das lideranças, ao modo de escolher os seus líderes, à distribuição
do poder e à democratização das suas estruturas organizacionais ou de gestão, pois delas depende o seu desenvolvimento. A Região Autónoma da Madeira, enquanto espaço privilegiado ao acontecer da gestão
democrática, por refletir uma realidade que é influenciada, mas também influencia as políticas educativas nacionais, permite reconhecer a vantagem que advém de atuar dentro de um contexto autonómico. Por essa
via, a possibilidade de adaptação considerando as necessidades e particularidades da Madeira expressam o relevo da autonomia política e administrativa para a concretização da democracia.
After the 25th of April 1974, the democratization of management was the reason to justify several of the reforms carried out at school without this having meant a slowdown in political and administrative centralization, visible in the excessive normative production that greatly contributes to limiting the true participation and autonomy of educational actors. In addition, there is the hegemonic presence of instrumental and mechanical rationalities in decisions shaped by neutrality, thereby impeding the critical, bold, and creative capacity that democracy includes. The democratization of the school, because understood as a project under construction, has to recognize as relevant a set of variables, whether they are those relating to the political agendas that guide the actions of leaders, the way of choosing their leaders, the distribution of power and the democratization of its organizational or management structures, as its development depends on them. The Autonomous Region of Madeira, as a privileged space for democratic management, as it reflects a reality that is influenced, but also influences, national educational policies, allows us to recognize the advantage that comes from acting within an autonomous context. In this way, the possibility of adaptation considering the needs and particularities of Madeira expresses the importance of political and administrative autonomy for the realization of democracy.
After the 25th of April 1974, the democratization of management was the reason to justify several of the reforms carried out at school without this having meant a slowdown in political and administrative centralization, visible in the excessive normative production that greatly contributes to limiting the true participation and autonomy of educational actors. In addition, there is the hegemonic presence of instrumental and mechanical rationalities in decisions shaped by neutrality, thereby impeding the critical, bold, and creative capacity that democracy includes. The democratization of the school, because understood as a project under construction, has to recognize as relevant a set of variables, whether they are those relating to the political agendas that guide the actions of leaders, the way of choosing their leaders, the distribution of power and the democratization of its organizational or management structures, as its development depends on them. The Autonomous Region of Madeira, as a privileged space for democratic management, as it reflects a reality that is influenced, but also influences, national educational policies, allows us to recognize the advantage that comes from acting within an autonomous context. In this way, the possibility of adaptation considering the needs and particularities of Madeira expresses the importance of political and administrative autonomy for the realization of democracy.
Description
Keywords
Gestão democrática Região Autónoma Madeira Gestão escolar Racionalidades Democratic management Rationalities Autonomy
Pedagogical Context
Citation
Publisher
Revista Lusófona de Educação