O gestor escolar e sua contribuição para o processo de ensino-aprendizagem dos alunos das séries iniciais das escolas da rede municipal de Sobral
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2023
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A escola é uma instituição formada por sujeitos e processos, e, para que ocorra um bom funcionamento, é importante que a equipe de profissionais, entre eles a gestão escolar e os professores, elaborem ações para conquistar resultados (Silveira & Coelho, 2018). Assim, o objetivo do estudo foi investigar as práticas do/a gestor/a escolar que contribuem para a qualidade do ensino-aprendizagem dos estudantes do 5º ano do Ensino Fundamental em escolas da rede pública de Educação de Sobral-CE. Para o embasamento teórico foi utilizada a literatura de autores como Oliveira e Ferri (2013); Souza e Ribeiro (2017); Paro (1987); Bogdan e Biklen, S. (2010), Haydt (2008); Luckesi (2013); Paro (2009); Paschoalino (2018); Lück (2009); Libâneo (2018) e Sampaio (2006), dentre outros que também compuseram o estudo. Em relação aos procedimentos, o estudo é de cunho qualitativo onde ocorreu a aplicação de um roteiro de perguntas direcionadas aos gestores e professores das escolas da rede municipal de Sobral-CE no primeiro semestre de 2022. Os principais resultados apontam que a maioria dos gestores são pedagogos, assim como os professores. As principais práticas adotadas pelos gestores consistem em acompanhar o desempenho dos professores na sala de aula, articular os recursos para viabilizar o bom funcionamento da escola, principalmente no que se refere ao trabalho pedagógico, assim como tornar a escola um ambiente acolhedor, estimulando a participação e a motivação dos profissionais. Face aos alunos, o objetivo é despertar o interesse pela aprendizagem, viabilizando meios e estratégias que assegurem a qualidade do processo de ensino. Com respeito aos pais, manter uma boa relação entre família e escola de forma a facilitar a aprendizagem dos alunos. No tocante à formação continuada, elemento essencial para as boas práticas educativas, tanto os gestores quanto os professores, em sua maioria, têm participação efetiva em cursos de formação, ofertados pela Secretaria de Educação. Reconhecem também que apenas a titulação acadêmica não é suficiente para o bom exercício da profissão. Por outro lado, quando é identificado que os resultados das turmas estão abaixo do esperado, há um esforço coletivo entre os docentes e a gestão para alavancar melhores resultados: em alguns casos, é realizado um acompanhamento individual aos alunos ou, então, a escola promove atividades diferenciadas para estimular o interesse do aluno em aprender através de estratégias que promovam melhorias no processo de ensino-aprendizagem. Assim, conclui-se que o gestor escolar atua como um observador do processo de ensino-aprendizagem, como também atua como um mediador, articulando ações que facilitem a promoção da qualidade da educação, enquanto o papel do professor é mediar o conhecimento junto aos alunos, recorrendo as mais variadas estratégias que alcancem a todos, independentemente da condição social e de aprendizagem.
The school is an institution made up of subjects and processes, and, for it to function properly, it is important that the team of professionals, including school management and teachers, develop actions to achieve results (Silveira & Coelho, 2018). Thus, the objective of the study was to investigate the practices of the school manager that contribute to the quality ofteaching and learning of students in the 5th year of Elementary School in public schools in Sobral-CE. For the theoretical basis, the literature of authors such as Oliveira and Ferri (2013); Souza and Ribeiro (2017); Paro (1987); Bogdan and Biklen, S. (2010), Haydt (2008); Luckesi (2013); Paro (2009); Paschoalino (2018); Luck (2009); Libâneo (2018) and Sampaio (2006), among others who also composed the study. Regarding the procedures, the study is of a qualitative nature, where a script of questions was applied to managers and teachers of schools in the municipal network of Sobral-Ce in the first half of 2022. The main results indicate that most managers they are pedagogues, as well as teachers. The main practices adopted by managers consist of monitoring the performance of teachers in the classroom, articulating resources to enable the proper functioning of the school, especially with regard to pedagogical work, as well as making the school a welcoming environment, encouraging participation and the motivation of professionals. In terms of students, the objective is to arouse interest in learning, enabling means and strategies that ensure the quality of theteaching process. With respect to parents, maintain a good relationship between family and school, in order to facilitate student learning. With regard to continuing education, an essentialelement for good educational practices, both managers and teachers, for the most part, have effective participation in training courses offered by the Department of Education. They also recognize that only an academic degree is not enough for the good exercise of the profession. On the other hand, when it is identified that the results of the classes are lower than expected, there is a collective effort between teachers and management to leverage better results: in some cases, individual monitoring of students is carried out, or else, the school promotes differentiated activities to stimulate the student's interest in learning, through strategies that promote improvements in the teaching-learning process. Thus, it is concluded that the school manager acts as an observer of the teaching-learning process, as well as a mediator, articulating actions that facilitate the promotion of quality in education, while the role of the teacher is to mediate knowledge with the students, resorting to the most varied strategies that reach everyone, regardless of social and learning condition.
The school is an institution made up of subjects and processes, and, for it to function properly, it is important that the team of professionals, including school management and teachers, develop actions to achieve results (Silveira & Coelho, 2018). Thus, the objective of the study was to investigate the practices of the school manager that contribute to the quality ofteaching and learning of students in the 5th year of Elementary School in public schools in Sobral-CE. For the theoretical basis, the literature of authors such as Oliveira and Ferri (2013); Souza and Ribeiro (2017); Paro (1987); Bogdan and Biklen, S. (2010), Haydt (2008); Luckesi (2013); Paro (2009); Paschoalino (2018); Luck (2009); Libâneo (2018) and Sampaio (2006), among others who also composed the study. Regarding the procedures, the study is of a qualitative nature, where a script of questions was applied to managers and teachers of schools in the municipal network of Sobral-Ce in the first half of 2022. The main results indicate that most managers they are pedagogues, as well as teachers. The main practices adopted by managers consist of monitoring the performance of teachers in the classroom, articulating resources to enable the proper functioning of the school, especially with regard to pedagogical work, as well as making the school a welcoming environment, encouraging participation and the motivation of professionals. In terms of students, the objective is to arouse interest in learning, enabling means and strategies that ensure the quality of theteaching process. With respect to parents, maintain a good relationship between family and school, in order to facilitate student learning. With regard to continuing education, an essentialelement for good educational practices, both managers and teachers, for the most part, have effective participation in training courses offered by the Department of Education. They also recognize that only an academic degree is not enough for the good exercise of the profession. On the other hand, when it is identified that the results of the classes are lower than expected, there is a collective effort between teachers and management to leverage better results: in some cases, individual monitoring of students is carried out, or else, the school promotes differentiated activities to stimulate the student's interest in learning, through strategies that promote improvements in the teaching-learning process. Thus, it is concluded that the school manager acts as an observer of the teaching-learning process, as well as a mediator, articulating actions that facilitate the promotion of quality in education, while the role of the teacher is to mediate knowledge with the students, resorting to the most varied strategies that reach everyone, regardless of social and learning condition.
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Orientação: Óscar Conceição de Sousa
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, EDUCATION, PROCESSO DE ENSINO-APRENDIZAGEM, TEACHING-LEARNING PROCESS, AVALIAÇÃO, EVALUATION, GESTÃO ESCOLAR, EDUCATIONAL MANAGEMENT