Este artigo discute sobre a escolha de gestores escolares e o Programa Dinheiro Direto na Escola - PDDE como mecanismos de participação na escola. O objetivo é refletir sobre a função do Programa Dinheiro Direto na Escola e da escolha do gestor escolar como mecanismos de fortalecimento da gestão democrática, compreendendo as barreiras e os avanços desses mecanismos na sociedade do capital. O problema a que esta pesquisa se propõe a responder é: Como a escolha de gestores escolares e o PDDE podem contribuir para o fortalecimento da gestão democrática no sistema educacional? A metodologia da pesquisa é qualitativa e as análises partiram de um estudo bibliográfico. Os resultados mostram a importância da gestão democrática ser efetivamente permeada por esse princípio, servindo de alicerce ao fortalecimento dos espaços de participação, de descentralização do poder e exercício da cidadania no âmbito do município, bem como, as formas de escolha dos gestores escolares e o PDDE e as outras instâncias de envolvimento da comunidade escolar constitui passo importante para a democratização dos processos decisórios e partilhamento do poder. Podemos concluir que a democratização da gestão da educação exige a participação das diferentes seções e de diferentes segmentos da comunidade.

Our This article aims to approach the pedagogical practice combined with the use of technology in the construction of teaching knowledge of present times. To that effect, we will conduct a reflection on the teaching work, that is: how education professionals are reinventing themselves to meet the demands during the pandemic of covid-19, and particularly how teachers are developing their educational practices in this new format of remote classes through digital platforms. This because, with the pandemic, face-to-face classes were suspended for all school systems, be them public or private, municipal, state or federal. Social isolation was one of the safety measures adopted as a way to avoid contamination. In this sense, it is necessary that the teacher seeks new skills to meet the demand in their daily practices with their students, identifying the advantages and possible difficulties during the development of teaching learning, from the use of these new technological tools, such as: mobile phones, laptops, the internet, among others. With this, they demonstrate how the novel technologies have required for teachers to seek training, to adapt themselves to the development of the current skills and abilities that this moment demands, and thus advance in the construction of knowledge as a mediator of pedagogical practice in the era of information technology in a delicate moment of pandemic.

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The uniqueness of different subjects and cultures within the school leads us to reflect on the socialization processes that take place in this environment of social relations. Several currents have been propagating ideas and producing theories, in order to categorize relationships that involve equality, inequality and difference. The purpose of this work is to investigate how gender and sexual diversity issues are addressed in the school context and to try to think about sexual and gender diversity in school from a relational perspective, problematizing the role of the teacher in an attempt to seek the essentialization of identityidentitár ia. Understanding this issue as indispensable for discussions on this theme, and bringing not only authors who work with gender and sexuality, but also the contributions of analyses on culture, interculturality and the development of equity within the school. The research methodology is qualitative, and the analyses started from a bibliographic study. To support this production, works by authors such as Castro, Louro, Candau, Silva and others were used. The results show the importance of the teacher's social work in understanding and discussing the theme of sexual and gender diversity.