Legislação educacional brasileira e a construção da autonomia nas escolas

Abstract

This article addresses autonomy in Brazilian Basic Education public school considering the bias of knowledge of educational legislation, a discussion object that is far from exhausting. Central concern of this theoretical study is related to legal knowledge and with teachers and school managers’ political training, since they are seen as the main subjects who will act as practitioners and promoters of school autonomy. In this context, the following question was made to guide this research: What is the meaning of educational legislation knowledge in teacher training with a view to building school autonomy? This study aims to present some theoretical references on the subject and discuss the importance of school actors to know and to exercise themselves in the practice of autonomy. Theoretical references by Carlos Jamil Cury, Licínio Lima, João Barroso, Vitor Henrique Paro and Moacir Gadotti were used for the analysis of the topic. As results, it is argued that both in initial and in continuing teacher training legislation, knowledge and clarity of the political perspectives implicit in the legislation are essential, since it is support for the exercise of autonomy and construction of school democratic management.