Empreendedorismo e supervisão educacional : do plano de negócios ao projeto pedagógico, na escola privada de Ensino Fundamental I
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2013
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Certamente empreender é um dos grandes sonhos do ser humano, os motivos são vários.
Assim, segundo Bernardi (2003, p. 66), é possível elencar algumas razões pelas quais as pessoas
iniciam um negócio, como lucro, necessidade de realização pessoal, implementação de ideias,
independência, fuga da rotina profissional, maiores ganhos, entre outros. Porém, estatisticamente comprovado em 2010, o SEBRAE – Serviço Brasileiro de Apoio à Pequena e Média Empresa divulgou estudo dando conta de que a cada 100 empresas abertas no Brasil, 58% não completam cinco anos e acabam ficando pelo caminho. Nesse mesmo estudo, o SEBRAE aponta como um dos principais fatores dessa mortalidade a falta de planejamento, a falta de controle de fluxo de caixa, a falta de avaliação de custos e de técnicas de marketing, entre outros. Certamente o conhecimento técnico e a vivência na área educacional somados à oportunidade, fazem com que o empreendedor decida abrir ou fundar uma escola. A preocupação em dar o melhor de si para
que o empreendimento seja um sucesso é, na maioria das vezes, notória, e as escolas exigem uma
técnica pedagógica que, se o empreendedor for do ramo, ou seja, tiver formação técnica, terá
boas possibilidades de sucesso. Porém, como todo empreendimento, os investimentos envolvem
administração de recursos (materiais, humanos, financeiros, econômicos), controles, apuração de resultados, metas planejadas, revisão de metas a todo tempo e, para tanto, faz-se necessário o
conhecimento técnico da área administrativa, com o objetivo de dar andamento, continuidade e
sustentabilidade ao empreendimento.
Nossos estudos permitiram constatar que as escolas, assim como a maioria dos empreendimentos realizados em outros setores, sofrem carência das técnicas de administração.
Embora haja modelos de administração e controles, os empreendedores pesquisados ignoram a existência dessas técnicas e administram suas escolas de forma empírica, sem nenhuma técnica,
observando apenas o projeto pedagógico e o plano escolar, cuja implantação é exigência legal
para o funcionamento da escola.
Becoming an entrepreneur is certainly one of the great ambitions of human beings, and the reasons behind it are extremely varied. According to Bernardi (2003, p.66) it is possible to list a few of the reasons why people start a business: for profit; to achieve personal fulfillment; to put ideas into action; to gain independence; to escape a professional routine; to obtain greater earnings; among others. However, SEBRAE, the Brazilian Support Service for Small and Medium Sized Businesses, conducted a study in 2010 and verified that 58% of every 100 new businesses started in Brazil did not reach its fifth year, going under before that. In the same study, Sebrae indicates that a few of the main factors concerning this poor rate of survival were lack of planning, lack of cash flow control, lack of cost evaluation and of marketing techniques, among others. In the field of education, technical knowledge and experience in the field, combined with opportunity, certainly are determinant factors in an entrepreneur's decision to start a school. There is evident concern with making the best possible effort to make the enterprise a success. Schools often require pedagogical knowledge and if the entrepreneur is familiar with the field, that is, when he has a technical background in education, his chances of success are enhanced. However, as in any enterprise, an investment includes a need to manage resources (material, human, financial and economic), to implement controls, to verify results and planned goals, and to revise said goals. This is an ongoing process and technical knowledge of management is required to ensure that the enterprise is moving forward and in a sustainable manner. The present study enabled us to realize that schools, as well as most enterprises, are lacking in managerial techniques. Even though models of management and control do exist, the entrepreneurs that took part in this study manage their schools from experience and do not seem to use them, following a pedagogical project or a vision statement, as well as a mission statement or a school plan simply because their existence and implementation is a legal requirement for the schools to keep in business.
Becoming an entrepreneur is certainly one of the great ambitions of human beings, and the reasons behind it are extremely varied. According to Bernardi (2003, p.66) it is possible to list a few of the reasons why people start a business: for profit; to achieve personal fulfillment; to put ideas into action; to gain independence; to escape a professional routine; to obtain greater earnings; among others. However, SEBRAE, the Brazilian Support Service for Small and Medium Sized Businesses, conducted a study in 2010 and verified that 58% of every 100 new businesses started in Brazil did not reach its fifth year, going under before that. In the same study, Sebrae indicates that a few of the main factors concerning this poor rate of survival were lack of planning, lack of cash flow control, lack of cost evaluation and of marketing techniques, among others. In the field of education, technical knowledge and experience in the field, combined with opportunity, certainly are determinant factors in an entrepreneur's decision to start a school. There is evident concern with making the best possible effort to make the enterprise a success. Schools often require pedagogical knowledge and if the entrepreneur is familiar with the field, that is, when he has a technical background in education, his chances of success are enhanced. However, as in any enterprise, an investment includes a need to manage resources (material, human, financial and economic), to implement controls, to verify results and planned goals, and to revise said goals. This is an ongoing process and technical knowledge of management is required to ensure that the enterprise is moving forward and in a sustainable manner. The present study enabled us to realize that schools, as well as most enterprises, are lacking in managerial techniques. Even though models of management and control do exist, the entrepreneurs that took part in this study manage their schools from experience and do not seem to use them, following a pedagogical project or a vision statement, as well as a mission statement or a school plan simply because their existence and implementation is a legal requirement for the schools to keep in business.
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Orientação: Ana Paula Silva
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EDUCAÇÃO, ESCOLAS, EMPREENDEDORISMO, GESTÃO ESCOLAR, EDUCATION, SCHOOLS, ENTREPRENEURSHIP, SCHOOL MANAGEMENT, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ÁREA DE ESPECIALIZAÇÃO EM SUPERVISÃO PEDAGÓGICA E FORMAÇÃO DE FORMADORES