The current paper aims to analyze the conceptions that orient the pedagogic
coordinators’ practices from the public schools of Santarém in front of the
effectuation regarding the democratic management, in order to understand how
the conceptions get materialized at the school everyday practice,considering the
school reality and the actions guided by the Ayrton Senna Institute for the
municipal education policy.The qualitative approach was adopted, as the
theoretical –methodological option and, as methodological procedures, the
literature review and the focal group execution, having as subjects the egressing
pedagogic coordinators of the specialization course on Pedagogic Coordination
- Santarém campus, offered by the Universidade Federal do Oeste do Pará in
the period from 2012 to 2013 and who work at the public schools of the city. The
research identified that the pedagogic coordinators’ routine is full of multiple
tasks, with a precarious infrastructure work; The actions are guided by an Agenda
of Activities scheduled by the Ayrton Senna Institute. The school management
experienced by the pedagogic coordinators presents democratic elements such
as the existence of the directors’ election, school council, political –pedagogic
projects and school heads with a participative profile, nevertheless indicatives of
centralization regarding the making of decisions is still present.The overload of
tasks and the deviation to other activities still represent the pedagogic
coordinators’ routine. The democratic management is seen not just as the
presence of elements apparently democratic at the school environment. It is a
political process and therefore, educational. It implies the redefinition of the
school role in society, the reflection on how to contribute to the objective of the
education, which is the human background.
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