A função do gestor escolar e a construção de competências profissionais de gestão: uma análise no âmbito da educação municipal da cidade de Manaus
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2013
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Esse estudo se insere entre os que debatem a gestão escolar democrática,
especialmente no que se refere à atuação do gestor escolar. Sua preocupação central consistiu
em avaliar em que medida a formação acadêmica do gestor escolar afeta a qualidade de suas
competências postas em ação no âmbito da educação municipal da cidade de Manaus,
Amazonas, Brasil. Tomou a gestão democrática como uma prática prevista na Constituição
Federal e na Lei de Diretrizes e Bases da Educação Nacional, exigindo na sua materialização
relações de participação, corresponsabilidade e compromisso social com a educação. No caso
brasileiro, as políticas educacionais em ação vêm auferindo aos gestores escolares um papel
cada vez mais importante nos sistemas de ensino, o que coloca as competências profissionais
de gestão em evidência nesse cenário. Nesse estudo o conceito de competência está ligado à
ideia de construção de uma gestão democrática de escola, mas também se ancora em três
dimensões interdependentes: conhecimentos, habilidades e atitudes (Durand, 1998; Tejada,
1999; Daólio, 2007). A pesquisa foi conduzida com 90 gestores vinculados à Secretaria
Municipal de Educação (SEMED). Procedeu-se à aplicação de um questionário validado e
adaptado aos gestores da rede pública de ensino. No que se refere à análise dos dados optouse
pelo método científico quantitativo, mas sem desconsiderar as contribuições dos métodos
qualitativos. Os resultados demonstraram que dentro da esfera municipal governamental,
convivem duas concepções antagônicas de gestão educacional provenientes de diferentes
matrizes teóricas: uma de caráter gerencial e outra que sinaliza a aspiração da comunidade
educativa por uma escola mais autônoma e de qualidade, pautada por princípios democráticos
de gestão. Tal fato inviabiliza afirmar a existência de um modelo único de gestão. Assim,
sugere-se um espaço para a discussão da intenção curricular esboçado pelas agências
formadoras, bem como a ampliação de programas de formação e capacitação, para uma
possível implantação de um processo democrática de gestão escolar, conforme prevê nossa
legislação nacional.
This study is part of the debate about the democratic school management, especially in regard to the performance of the school manager. Our main concern was to assess the extent to which the academic background of the school manager affects the quality of his skills to act as an educational manager in Manaus, Amazonas, Brazil. We took the democratic management as a practice referred to in the Constitution and the Law of Guidelines and Bases of National Education, demanding in its materialization relationship of participation, responsibility and social commitment to education. In Brazil, education policies in action have given school managers an increasingly important role in the education system, which puts management skills in evidence in this scenario. In this study the concept of competence is linked to the idea of building a democratic school management, but it is based on three interdependent dimensions: knowledge, skills and attitudes (Durand, 1998; Tejada, 1999; Daólio, 2007). The research was conducted with 90 managers of the Municipal Board of Education (SEMED). The examination consisted of a questionnaire validated and adapted to the management of public schools. Regarding to data analysis, it was done by the scientific quantitative method, but without ignoring the contributions of qualitative methods. The results showed that within the municipal government, there are two antagonist concepts of educational administration, from different theoretical frameworks: a managerial character and one that shows the educational community aspiration for a more autonomous and high quality school, based on democratic principles management. This fact makes impossible to affirm the existence of a single management model. Thus, it is suggested a forum for discussion of the intent curriculum outlined by the forming agencies, and the expansion of training and capacity programs for possible deployment of a process of democratic school management, as established by our national legislation.
This study is part of the debate about the democratic school management, especially in regard to the performance of the school manager. Our main concern was to assess the extent to which the academic background of the school manager affects the quality of his skills to act as an educational manager in Manaus, Amazonas, Brazil. We took the democratic management as a practice referred to in the Constitution and the Law of Guidelines and Bases of National Education, demanding in its materialization relationship of participation, responsibility and social commitment to education. In Brazil, education policies in action have given school managers an increasingly important role in the education system, which puts management skills in evidence in this scenario. In this study the concept of competence is linked to the idea of building a democratic school management, but it is based on three interdependent dimensions: knowledge, skills and attitudes (Durand, 1998; Tejada, 1999; Daólio, 2007). The research was conducted with 90 managers of the Municipal Board of Education (SEMED). The examination consisted of a questionnaire validated and adapted to the management of public schools. Regarding to data analysis, it was done by the scientific quantitative method, but without ignoring the contributions of qualitative methods. The results showed that within the municipal government, there are two antagonist concepts of educational administration, from different theoretical frameworks: a managerial character and one that shows the educational community aspiration for a more autonomous and high quality school, based on democratic principles management. This fact makes impossible to affirm the existence of a single management model. Thus, it is suggested a forum for discussion of the intent curriculum outlined by the forming agencies, and the expansion of training and capacity programs for possible deployment of a process of democratic school management, as established by our national legislation.
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Orientação:Ana Lúcia Felix dos Santos ; co-orientação: António João Francisco
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EDUCAÇÃO, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, GESTÃO ESCOLAR, COMPETÊNCIAS PROFISSIONAIS, ESTUDOS DE CASO, BRASIL, MANAUS, EDUCATION, EDUCATIONAL MANAGEMENT, PROFESSIONAL SKILLS, EDUCATIONAL POLICY, CASE STUDIES, BRAZIL, MANAUS, POLÍTICA EDUCATIVA