Democratic management in Rural Education: the organity as a possibility of student’s protagonism

Abstract

This work aims to reflect on the democratic management in the Rural Education perspective and on the meaning of collective self-organization as an educational principle in the mediation of participation and student’s protagonism in the sharing of management in the Course of Degree in Rural Education (LECampo) of the Federal University of Minas Gerais. The qualitative research relied on bibliographical sources, documents, reports and people. As resources of immersion, follow-up, observation, focus group and narrative interview. The theoretical basis spoke with the “Pedagogy of the Movement”, Rural Education and the Socialist and Pedagogy of Alternation. Following, described and analyzed the strategies of implementation of the students' organicity in the LECampo as practice and subject of study. It concluded that the organicity practices contribute to an increase of the participation of the students in the management of the course. However, some challenges demanded more attention, among others, the discussion about the conception of leadership, consolidation of the organicity as curricular practice and self-management by the students themselves, more than identify themselves as a collective subject.

Keywords

• Organicity
• Subject’s Protagonism
• Democratic Management
• Pedagogy of Collective Organization