O PROTAGONISMO DO DIRETOR DE ESCOLA EM INTERFACE COM A FORMAÇÃO CONTINUADA DE PROFESSORES

• Ano de defesa: 2017
• Autor(a) principal: LEFONE, FATIMA RAMALHO
• Orientador(a): Bahia , Norinês Panicacci
• Banca de defesa: Souza , Roger Marchesini de Quadros, Vieira , Almir Martins
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Metodista de Sao Paulo
• Programa de Pós-Graduação: Educacao
• Departamento: Educacao:Programa de Pos Graduacao em Educacao
• País: Brasil
• Palavras-chave em Português: Formação continuada de professores; Atribuições do Diretor Escolar; Cotidiano escolar; Complexidade pedagógica
• Palavras-chave em Inglês: Continuing education of teachers; Responsibilities of the School Director; School daily; Pedagogical complexity
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://tede.metodista.br/jspui/handle/tede/1701

This dissertation presents discussions about the role of the School Director as a training agent, highlighting the reflection on his duties, competencies and functions with emphasis on pedagogical and training aspects. The vision of the role of the School Director, although multiple, cannot be understood as multifaceted, but permeated by interrelated and complementary actions that indicate pedagogical leadership. We consider the convergent importance of the dimension of the director's work, even if we think of the ideal formation for the real, we have to keep in mind that the ideal is the real reality and we cannot limit ourselves to the ranks and vices of pragmatism and authoritarianism. Demands announce the arrival of new educational paradigms and the incessant search for quality teaching. Although we understand the various demands arising from the position, we consider the pedagogical and leadership presence in the Director's role to be fundamental, especially in the continued formation of the teacher, as a complex and propulsive movement for the exchange of experiences and formative trajectories of the subjects that coexist in the daily school life and, Besides him, subjects that are protagonists in the student formation movement. Thus, for the deepening and amplification of these questions, we conducted a review of the literature, which had as main authors: Aguiar (2011); Certeau (2009); Franco (2003); Freire (1997; 2001; 2008); Gadotti (2005); Libâneo (2001; 2004; 2005; 2011); Luck (2006; 2009); Morin (2015); Nóvoa (1992); Paro (2002; 2015); Penin (2001); Pimenta (2005; 2011); Saviani (2008); Veiga (2007) and Zabala (2001). We also carried out a documentary analysis of the period 1989 to 2015, from the Municipal Department of Education of Sao Paulo, and a field study that involved, as subjects, School Directors, Coordinators and Teachers to apply a questionnaire (for outlining the profile) And conducting in-depth interviews on the Director's performance, his/her facilities and/or difficulties regarding the fulfillment of pedagogical demands. For the organization, application of the instruments of data collection and for the analyzes we use as references Franco (2003); Minayo (2001) and Szymanski (2010). The results point out the numerous demands attributed to this subject, as well as the fragility in terms of theoretical contribution, so that it can develop formative actions in schools, as well as perceive that the Own system characterizes it as preposition. We consider important the possibility of the opening of an agenda by the central and intermediate bodies, emerging the debate around the functions of the School Director, resizing his pedagogical doing.