O enunciado da gestão educacional na ordem do discurso político-pedagógico

Abstract

Since the promulgation of the Federal Constitution of 1988, the concept of educational management has gained materiality in constitutional discourse, marking the point at which democratic management became a principle of public education. As a result of this discursive event, this research aimed to analyze the concept of educational management within the framework of political-pedagogical discourse, starting from this constitutional milestone. Our theoretical-methodological approach consisted of Archaeological Discourse Analysis, which allowed us to work with the archaeological notions of statement and discourse based on the writings of Michel Foucault (2008). Methodologically, the research followed three steps outlined by Alcantara and Carlos (2013): we mapped the documents that give materiality to the concept of educational management (Federal Constitution of 1988, LDB/9394/96, CNE/CEB/07/2010 Opinion, and Resolution/04/2010); excavated the zone of political-pedagogical discourse as a domain that circumscribes the analyzed concept; and analyzed and described the enunciative series. We selected three of these series for deeper analysis in our results: the political legality enunciative series; the political-educational enunciative series; and the pedagogical-school enunciative series. From the analysis and description of the statements, we concluded that there is a bundle of constitutive relationships within each of the analyzed series, and that the order of political-pedagogical discourse exerts a modus operandi of feedback between the concept of democratic management and public education.