Jnior hisses (2002, P. 203) evidenced that, in the educational debate of the last decade, ' ' hegemony semantics and discursiva' ' of this concept it finished on the inside favoring the intensification of the privatization them education systems, in such a way that in imaginary the collective in segments of the Brazilian educational speech, management means management enterprise, what it causes to the embotamento of the production of the meaning educational and the mercadorizao of its criteria of action. The introduction of this concept in the educational debate if gave exactly when critical to the character the authoritarian conservative and of the administration in the area of the education it emphasized, in the context socioeconmico-politician of the years of 1970-80, its commitment with the social transformation and democratization of education and the school (I STOP, 1996). At this moment, pedagogical politician and of the educational administration was given to relevance to the character, which would have to value its dimension technique. Management appeared, then, with one meant distinct of management.
Considering the etimolgica origin of the term, Cury (2002, p.165) it affirmed that the management ' ' (…) it is the generation in a new way to manage a reality and is, in same, democratic itself since it is expressed for communication, for the collective envolvement and dilogo' '. In such a way, we understand that the paper of the pertaining to school management is tied with the question of the democracy, not only because, for the education, it is authorized educating the access to science, the art, to the technology, at last, when knowing description that makes possible the domain of the laws of the nature in benefit human being, but also because they can propitiate the democratic acquisition of values and resources for the pacific convivncia between the men in society. The democracy, not if of spontaneously; it needs to be created by the practical politics, to have its intentionally appropriate values for the education, since nobody is born democratical or with the necessary cultural requirements for the exercise of the democracy.