diretor de escola e a gestão escolar: formação e prática em escolas municipais paulistanas

• Ano de defesa: 2021
• Autor(a) principal: Almeida, Sandy Katherine Weiss de
• Orientador(a): Roggero, Rosemary
• Banca de defesa: Roggero, Rosemary , Teixeira, Rosiley Aparecida , Silva, Ana Paula Ferreira da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Nove de Julho
• Programa de Pós-Graduação: Programa de Mestrado em Gestão e Práticas Educacionais
• Departamento: Educação
• País: Brasil
• Palavras-chave em Português: gestão escolar; formação; práticas de gestão; histórias de vida; teoria crítica
• Palavras-chave em Inglês: school management; training; management practices; life stories; critical theory
• Palavras-chave em Espanhol: gestión escolar; formación; prácticas de gestión; historias de vida; la teoría crítica
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bibliotecatede.uninove.br/handle/tede/2812

The object of this research is the training and practice of directors in the management of municipal schools in São Paulo. We seek to answer the following question: Considering the dimensions of school management, how is the relationship between training and practice built in the scope of the Municipal Education Department of São Paulo? We start from the hypothesis that, considering the dimensions of school management, there is a need for greater emphasis on administrative management integrated into everyday school life. We aim to understand the skills – knowledge, skills and attitudes – necessary for the training of school directors, which impact their actions in school management. As specific objectives we list: to point out the skills and competences of the position of School Director, including the legal attributions within the scope of the São Paulo City Hall; identify the knowledge needed to develop the professional training of the school director and the reflection of this knowledge in their practice; verify the training offered and its themes and how they can favor school management practices. The universe was delimited by five municipal public schools in São Paulo, comprising all modalities: early childhood education in the Early Childhood Education Center (CEI), Elementary School I, II and Youth and Adult Education (EJA), called teaching schools fundamental (EMEF). The participating subjects were the directors and principals of these municipal public schools in São Paulo, with regard to their training and management practices, based on their professional and personal experiences, questioning school management in its respective dimensions. The qualitative methodology, with the collection of the life stories of these managers, and the analysis of data from in-service training offered by the Department of Education of the Municipality of São Paulo in the period from 2010 to 2020. The collected data were analyzed in the light of Critical Theory of the Frankfurt School, with special attention to the concepts of Theodor Adorno (2008), Max Horkheimer (1985), Herbert Marcuse (1981) and Benjamin (1986), as well as contemporary scholars. After the empirical procedures, contradictions were found between the needs of an administrative management integrated into the daily school life and the training offered, perpetuating the administered, bureaucratic and procedural culture. As an intervention proposal, we listed the development of a training curriculum with the effective participation of the director as an articulator of social practices in each unit.