O papel do gestor escolar na formação de uma cultura da escola
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Data
2011
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Este trabalho investiga o papel do diretor escolar como agente formador de uma cultura
da escola. Investigaram-se os conceitos de cultura, cultura escolar, gestão escolar,
ambos com foco na atuação do diretor. Como hipótese de investigação considera-se que
a opinião pessoal, aspirações, atitudes, concepção de educação, modelo de gestão e
compromisso ético-profissional assumido, enfim, aspectos idiossincráticos do diretor
influenciam de maneira decisiva a cultura de uma escola, passando pela equipe gestora
(direção, coordenação), professores, funcionários, e por fim chegando até os alunos e
suas famílias. Imagina-se que isso se deva em grande parte à liderança e autoridade
conectadas ao papel central que o diretor exerce na instituição escolar, bem como se
relaciona com as dificuldades que a democratização dos processos de gestão escolar
encontra para uma atuação efetiva. Entre os objetivos deste estudo estão levantar
informações sobre o papel do gestor escolar; identificar características da gestão escolar
que favorecem a formação de uma cultura da escola; comparar as concepções acerca da
gestão escolar como promotora de uma cultura da escola a partir das concepções dos
diretores e coordenadores envolvidos nesse processo de gestão. Este estudo procura
contribuir para compreensão do papel do gestor na promoção de uma cultura da escola,
no sentido em que entende a gestão escolar como motor para articulação de processos, e
dos envolvidos – professores, funcionários, alunos e comunidade – na busca de um
ambiente escolar que seja traduzido e reconhecido como sua cultura, definindo assim
um jeito de ser escola, uma espécie de identidade da escola. Como resultados,
verificamos que a gestão escolar assume um papel decisivo na formação de um
ambiente onde se cria uma cultura de escola, quando compartilha a sua visão de direção
com a equipe gestora e fornece um direcionamento claro para suas ações. Desse modo,
o estudo realizado evidencia a necessidade de se investir na produção de contextos
escolares que favoreçam a construção de práticas democráticas, onde a cultura da escola
possa ser vivenciada por todos e a partir de todos.
This study investigates the role of school principal as a formation agent of the school culture. Investigated the concepts of culture, school culture, school management, both focusing on the action director. As a research hypothesis, it is considered that personal beliefs, aspirations, attitudes, vision of education, management model and professional and ethical commitment made at last respects idiosyncratic director's influence decisively the culture of a school, passing by the team management (leadership, coordination), faculty, staff and finally reaching the students and their families. It is thought that this is due in large part to the leadership and authority connected to the central role that the director has in the school and how it relates to the difficulties that the democratization processes of school management to find an effective action. Among the objectives of this study are collect information on the role of the school manager, identify characteristics of school management that promotes the formation of a school culture; compare the conceptions of school administration as a promoter of a school culture based on conceptions of directors and engineers involved in the management process. This study seeks to contribute to both, and thus an emancipatory purpose in the sense that believes the school management as an engine for articulating and processes involved - faculty, staff, students and community - in search of a school environment that is translated and recognized as its culture, thus defining a way to be a school, a sort of school identity. As a result, we found that the school management plays a decisive role in shaping an environment where you create a culture of school, he shares his vision of leadership with the management team and provides a clear direction for their actions. Proposes to invest in the production of school contexts that promote the construction of democratic practices, where the school culture can be experienced by everyone and from everyone.
This study investigates the role of school principal as a formation agent of the school culture. Investigated the concepts of culture, school culture, school management, both focusing on the action director. As a research hypothesis, it is considered that personal beliefs, aspirations, attitudes, vision of education, management model and professional and ethical commitment made at last respects idiosyncratic director's influence decisively the culture of a school, passing by the team management (leadership, coordination), faculty, staff and finally reaching the students and their families. It is thought that this is due in large part to the leadership and authority connected to the central role that the director has in the school and how it relates to the difficulties that the democratization processes of school management to find an effective action. Among the objectives of this study are collect information on the role of the school manager, identify characteristics of school management that promotes the formation of a school culture; compare the conceptions of school administration as a promoter of a school culture based on conceptions of directors and engineers involved in the management process. This study seeks to contribute to both, and thus an emancipatory purpose in the sense that believes the school management as an engine for articulating and processes involved - faculty, staff, students and community - in search of a school environment that is translated and recognized as its culture, thus defining a way to be a school, a sort of school identity. As a result, we found that the school management plays a decisive role in shaping an environment where you create a culture of school, he shares his vision of leadership with the management team and provides a clear direction for their actions. Proposes to invest in the production of school contexts that promote the construction of democratic practices, where the school culture can be experienced by everyone and from everyone.
Descrição
Orientação: Márcia Karina da Silva
Palavras-chave
EDUCAÇÃO, ESCOLAS, GESTÃO ESCOLAR, EDUCATION, SCHOOLS, SCHOOL MANAGEMENT, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO