Gestão Democrática nos Planos Nacionais de Educação : Revisão Sistemática da Literatura de 2001 A 2024

Abstract

This thesis aims to analyze and understand what the scientific production in papers, theses, and dissertations between 2001 and 2024 reveals about democratic management (DM) in National Education Plans (PNEs). It consists of a Systematic Literature Review (SLR), a methodology that aims to identify, select, evaluate, and synthesize relevant evidence contained in previously produced and disseminated literature, condensing its essential aspects and bringing high-quality evidence to the investigated context. Care is taken to position this study as a contribution to the building of the State of Knowledge, since, although guided by the methodological rigor of the SLR, it does not intend to exhaust all existing production, in addition to being circumscribed to a delimited scope within a broader theme. Furthermore, this type of study can contribute to the development of new research, ensuring its originality and raising inspiring reflections for the drafting of more assertive policies toward the consolidation of democratic and participatory management. As a foundation for building the theoretical framework, aiming to contextualize the theme and elucidate concepts, authors such as the following were used: Vosgerau and Romanowski (2014), Galvão and Ricarte (2019), Faria (2019), Lima and Mioto (2007), Sampaio and Mancini (2007), Bardin (2016), Galvão and Pereira (2014), and Salvador (1976) for the methodological foundation of the SLR; Bordenave (1983), Bordignon and Gracindo (2000), Paro (2007, 2017, 2022, 2023), Fernandes (2018), Vieira (2007), Cury (2007, 2011), Libâneo (2001), Souza (2007, 2023, 2025), Oliveira (2008), Oliveira, Duarte, and Clementino (2017), Bobbio (2024), Coutinho (2020), and Luck (2006) for considerations on DM and participatory democracy; Gramsci (2001, 2004), Freitas (2018), Apple (2006), and Bourdieu (1975) regarding the integral State, hegemony, and economism; Cury (2007, 2009, 2010, 2011), Dourado (2007, 2011, 2017, 2019, 2020), Carvalho and Oliveira (2022), Oliveira and Lima (2019), Albuquerque (2011), and Oliveira and Aguiar (2016) regarding the PNEs, among other authors and legal documents. The results of the SLR showed that scientific production has decisively contributed to denaturalizing the democratic discourse present in the PNEs, denouncing that DM, rather than a principle to be positively regulated, constitutes a territory of disputes in Brazilian educational policy. From the inferences resulting from the SLR and other analyses during the research, the idea of Pseudo-Democratic Management emerged—an a posteriori category, still in an embryonic stage, which attempts to explain what the concept of DM can become when used as a tool for hegemonic manipulation.