Processo de gestão escolar : das políticas públicas para a autonomia e uma educação de qualidade
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2019
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Este trabalho teve como principal finalidade analisar o processo de gestão desenvolvido em
escolas públicas do Ensino Básico, no Município de Conceição do Jacuípe/BA, ante as
determinações do Sistema Oficial de Ensino para a educação de qualidade e a autonomia
vivida em sua prática administrativa, financeira e pedagógica. Para o alcance dos objetivos
propostos para este estudo, optou-se por realizar uma investigação qualitativa, com recurso a
dados quantitativos, envolvendo dois gestores e duas coordenadoras (entrevistas) e dezoito
professores de duas escolas municipais (questionário), selecionados com base nos resultados
do Índice do Desenvolvimento da Educação Básica 2009/2015. Recorreu-se, ainda, à análise
dos Projetos Políticos Pedagógicos dessas escolas, com o intuito de identificar a dinâmica de
sua elaboração, proporcionada pelo trabalho coletivo da comunidade escolar, e os elementos à
formulação de práticas para a educação de qualidade. Procurou-se evidenciar o problema que
permeia o processo de gestão escolar no Brasil, onde é possível perceber o distanciamento
entre as políticas públicas de ensino e a efetiva atuação dos gestores no âmbito institucional.
O estudo, ressaltando as percepções dos sujeitos desta investigação, destaca que os gestores
no âmbito institucional, pressionados pelas condições de trabalho predominantes nas escolas,
não conseguem, em alguns aspectos, atender aos requisitos implícitos no princípio da gestão
democrática. Os resultados da pesquisa reforçam a perspectiva de que a qualidade, como um
conceito no processo de ensino, requer práticas de gestão capazes de estabelecer relações
democráticas e participativas que, associadas a procedimentos didático-pedagógicos,
propiciem melhores resultados de aprendizagem.
The main purpose of this study was to analyze the management process developed in Public Schools of the Basic Education in the Municipality of Conceição do Jacuípe / BA, before the determinations of the Official Teaching System for the quality education and the autonomy lived in its administrative, financial practice and pedagogical. In order to reach the objectives proposed for this study, a qualitative research was carried out using quantitative data, involving two managers and two coordinators (interviews) and eighteen teachers from two municipal schools (questionnaire), selected on the basis of the results of the Basic Education Development Index 2009/2015. It was also used the analysis of the Pedagogical Political Projects of these schools, with the purpose of identifying the dynamics of its elaboration, provided by the collective work of the school community, and the elements to the formulation of practices for quality education. It was tried to highlight the problem that permeates the process of school management in Brazil, where it is possible to perceive the distance between the public education policies and the effective performance of the managers in the institutional scope. The study, highlighting the perceptions of the subjects of this research, emphasizes that managers in the institutional sphere, pressured by the prevailing working conditions in schools, can not, in some aspects, meet the requirements implicit in the principle of democratic management. The research results reinforce the perspective that quality, as a concept in the teaching process, requires management practices capable of establishing democratic and participatory relationships that, associated with didactic-pedagogical procedures, provide better learning outcomes.
The main purpose of this study was to analyze the management process developed in Public Schools of the Basic Education in the Municipality of Conceição do Jacuípe / BA, before the determinations of the Official Teaching System for the quality education and the autonomy lived in its administrative, financial practice and pedagogical. In order to reach the objectives proposed for this study, a qualitative research was carried out using quantitative data, involving two managers and two coordinators (interviews) and eighteen teachers from two municipal schools (questionnaire), selected on the basis of the results of the Basic Education Development Index 2009/2015. It was also used the analysis of the Pedagogical Political Projects of these schools, with the purpose of identifying the dynamics of its elaboration, provided by the collective work of the school community, and the elements to the formulation of practices for quality education. It was tried to highlight the problem that permeates the process of school management in Brazil, where it is possible to perceive the distance between the public education policies and the effective performance of the managers in the institutional scope. The study, highlighting the perceptions of the subjects of this research, emphasizes that managers in the institutional sphere, pressured by the prevailing working conditions in schools, can not, in some aspects, meet the requirements implicit in the principle of democratic management. The research results reinforce the perspective that quality, as a concept in the teaching process, requires management practices capable of establishing democratic and participatory relationships that, associated with didactic-pedagogical procedures, provide better learning outcomes.
Descrição
Orientação: Alcina Manuela de Oliveira Martins
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, AUTONOMIA EDUCACIONAL, GESTÃO ESCOLAR, POLÍTICA PÚBLICA, QUALIDADE DA EDUCAÇÃO, ESCOLAS PÚBLICAS, EDUCATION, EDUCATIONAL AUTONOMY, EDUCATIONAL MANAGEMENT, PUBLIC POLICY, EDUCATION QUALITY, STATE SCHOOLS, BRASIL, BRAZIL