Contribuições da Campanha de Pé no Chão também se aprende a ler ao campo teórico-prático da gestão democrática da educação

Abstract

This paper analyzes the contributions of the Foot on the Ground Also Learning to Read Campaign to the current debate on democratic management of education. From the theoretical-methodological point of view, the research undertakes a reflection on the educational legacy of the Campaign in the pedagogical, political and administrative process through literature, as well as on the principle of democratic management of education and the strategies for approaching the object of analysis, this is a qualitative, documentary research. The analysis technique used in the data collected from the source texts is content analysis (Bardin, 1977). The data were organized into three categories of analysis: administration/management; education, literacy and popular education; democratic participation. We have seen that the Foot on the Ground Also Learning to Read Campaign, developed a proposal for education made for and with the people, especially those historically on the margins of society. Its progressive perspective, which promoted popular participation not only in the daily life of the classroom, but also in its political-pedagogical organization, in dialogue with popular education, leaves an important legacy for the current debates about the democratic management of education.