Autonomia na escola pública no norte do RS: da crise de projeto nas escolas estaduais à inter-subjetividade criadora

Abstract

The state public net of education in Rio Grande do Sul has been, historically, idealized and structured starting from the liberal and positivist thought. It incorporated a centralizing and bureaucratic model that traditionally serves to the interests of hegemonic groups cultural and economically. The cooperative processes with no pedagogical essence, need to be motivated in the school community to compose the curriculum. The state does not take on to manage education, which is its responsability, with social and scientific quality and it controls the state-owned public education impending its emancipation. The submission that the depend-ence to the central power produces interferes in the pedagogic-educational relationships that begin also to justify the effective hierarchical order and where there is no space for the inclu-sion, citizenship and emancipation. The citizeness autonomy of the public school of the state net will be a collective conquest starting from the discovery of the participation, the inter