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Through the key concepts: autonomy, participation, and democracy, and their definitions and the theoretical references chosen, reflections were proposed based on the reading of the abstracts of these works in order to draw up a state of knowledge in school management, identifying the conceptions of management, the aspects given priority, and how these productions converge or diverge from one another, and how they dialogue among themselves. We used the content analysis methodology. A rescue of the history of the course of Pedagogy in Brazil was made and parallels were drawn between it and the LDB nº 9394/96, its unfoldings, besides the National Curricular Directives of the Course of Pedagogy, the curricular grids from 1998 to 2014, the Political Pedagogical Projects of the years 1998 and 2008 of the Faculty of Education of Unicamp, and the specificity of the formation of the Pedagogue as a manager.
About the author
Diplômée en pédagogie de l'Unicamp (2015) et en relations publiques du Collège métropolitain de Campinas (2008). Elle a commencé sa carrière d'enseignante en travaillant dans le domaine de l'éducation spéciale dans l'enseignement professionnel et l'EJA. Elle est membre des groupes de recherche GEPALE et GEPEJA, tous deux de l'Unicamp.
