Progressão continuada no bloco pedagógico: desafios para a gestão escolar em uma escola pública da rede municipal de Santa Maria-RS
Ano de defesa: | 2018 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Federal de Santa Maria
Centro de Educação |
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Políticas Públicas e Gestão Educacional
|
Departamento: |
Educação
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://repositorio.ufsm.br/handle/1/16699 |
Resumo: | This Professional Master's research falls under the Public Policies and Elementary Education Management line of the Postgraduate Program in Public Policies and Educational Management. It refers to the discussion on the continuous progression of the initial years of elementary education. The objective of this research was to analyse the demands and challenges of school management concerning the regulation of continuous progression in the pedagogical field of the initial years of elementary education from a school of the Santa Maria’s municipal network. The methodological processes are based on the qualitative approach (FLICK, 2009) and the adopted methodology is study case (GIL, 2009). The documentary analysis (GIL, 2008) was based on the national and the municipal legislation, as well as the official school documents. The survey of data was anchored in non-standardized interviews (LAKATOS & MARCONI, 2003) with managers and teachers of the target-school and participant observation (GIL, 2008). For data analysis, it was considered data triangulation (FLICK, 2009) and content analysis (BARDIN, 2009). The theoretical reference was organized from Akkari (2011), Brandalise (2010), Dourado (2007), Ferreira (2009), Freire (1997), Freitas (2003, 2012) Haydt (2008), Libâneo (2009), Lück (2009), Luckesi (2005), Oliveira (2002), Paro (2003), Perrenoud (1999), Sander (2009) and Vieira (2009). As a final product of this Master's Degree research, the School Management Plan of the Pedagogical Field was elaborated in the strategic planning bias. The studies point that continuous progression represents the possibility to assist the interpretation of continuous progression in the pedagogical field. The comprehension of the proposal’s dynamics of public policy seen as a way to (re)organize time and space and to attenuate exclusion acts (school drop-out, failure) represents an instrument of resistance and empowerment to claim adequate conditions for the functioning, which promotes the success and permanence of the students in the school. Therefore, the school management based on participatory and democratic action leads to the success of the pedagogical act. |
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2019-05-29T16:04:46Z2019-05-29T16:04:46Z2018-08-03http://repositorio.ufsm.br/handle/1/16699This Professional Master's research falls under the Public Policies and Elementary Education Management line of the Postgraduate Program in Public Policies and Educational Management. It refers to the discussion on the continuous progression of the initial years of elementary education. The objective of this research was to analyse the demands and challenges of school management concerning the regulation of continuous progression in the pedagogical field of the initial years of elementary education from a school of the Santa Maria’s municipal network. The methodological processes are based on the qualitative approach (FLICK, 2009) and the adopted methodology is study case (GIL, 2009). The documentary analysis (GIL, 2008) was based on the national and the municipal legislation, as well as the official school documents. The survey of data was anchored in non-standardized interviews (LAKATOS & MARCONI, 2003) with managers and teachers of the target-school and participant observation (GIL, 2008). For data analysis, it was considered data triangulation (FLICK, 2009) and content analysis (BARDIN, 2009). The theoretical reference was organized from Akkari (2011), Brandalise (2010), Dourado (2007), Ferreira (2009), Freire (1997), Freitas (2003, 2012) Haydt (2008), Libâneo (2009), Lück (2009), Luckesi (2005), Oliveira (2002), Paro (2003), Perrenoud (1999), Sander (2009) and Vieira (2009). As a final product of this Master's Degree research, the School Management Plan of the Pedagogical Field was elaborated in the strategic planning bias. The studies point that continuous progression represents the possibility to assist the interpretation of continuous progression in the pedagogical field. The comprehension of the proposal’s dynamics of public policy seen as a way to (re)organize time and space and to attenuate exclusion acts (school drop-out, failure) represents an instrument of resistance and empowerment to claim adequate conditions for the functioning, which promotes the success and permanence of the students in the school. Therefore, the school management based on participatory and democratic action leads to the success of the pedagogical act.Esta pesquisa de Mestrado Profissional insere-se na linha Políticas e Gestão da Educação Básica, do Programa de Pós-Graduação em Políticas Públicas e Gestão Educacional. Trata da discussão sobre a temática de progressão continuada dos anos iniciais do ensino fundamental. O objetivo do estudo esteve pautado em analisar as demandas e os desafios da gestão escolar acerca da normativa de progressão continuada no bloco pedagógico dos anos iniciais do ensino fundamental de uma instituição da rede municipal de Santa Maria/RS. Os processos metodológicos estão embasados na abordagem qualitativa (FLICK 2009) e a metodologia adotada é o estudo de caso (GIL, 2009). A análise documental (GIL, 2008) teve como base a legislação de ordem nacional e municipal, bem como documentos oficiais da escola. A construção dos dados ancorou-se nas entrevistas despadronizada (LAKATOS & MARCONI, 2003) com gestores e professores da escola alvo da pesquisa e na observação participante (GIL, 2008). Para a análise de dados considerou-se a triangulação dos dados (FLICK, 2009) e a análise de conteúdo (BARDIN, 2009). O referencial teórico foi organizado a partir de Akkari (2011), Brandalise (2010), Dourado (2007), Ferreira (2009), Freire (1997), Freitas (2003,2012) Haydt (2008), Libâneo (2004), Lück (2009), Luckesi (2005), Oliveira (2002), Paro (2003), Perrenoud (1999), Sander (2009) e Vieira (2009). Como produto final dessa pesquisa de Mestrado Profissional foi elaborado compartilhadamente o Plano de Gestão Escolar do Bloco Pedagógico no viés do planejamento estratégico. Os estudos apontam que a formação continuada representa a possibilidade de auxiliar na interpretação da progressão continuada no bloco pedagógico. A compreensão da dinâmica da proposta da política pública vislumbrada como uma maneira de (re)organizar tempos e espaços e diluir atos de exclusão (repetência, evasão) representa um instrumento de resistência e apoderamento para reivindicar condições adequadas ao funcionamento que promove o sucesso e a permanência dos(as) alunos (as) na escola, para tanto, a gestão escolar pautada na ação participativa e democrática conduz o êxito do ato pedagógico.porUniversidade Federal de Santa MariaCentro de EducaçãoPrograma de Pós-Graduação em Políticas Públicas e Gestão EducacionalUFSMBrasilEducaçãoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessPolíticas públicas educacionaisGestão escolarProgressão continuadaBloco pedagógicoEducational public policiesSchool managementContinuous progressionPedagogical fieldCNPQ::CIENCIAS HUMANAS::EDUCACAOProgressão continuada no bloco pedagógico: desafios para a gestão escolar em uma escola pública da rede municipal de Santa Maria-RSContinuous progression in the pedagogical field: challenges for school management in a public school of the Santa Maria’S municipal networkinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisLunardi, Elisiane Machadohttp://lattes.cnpq.br/8366108604553867Powaczuk, Ana Carla Hollweghttp://lattes.cnpq.br/7081978206926650Santos, Eliane Aparecida Galvão doshttp://lattes.cnpq.br/7953554954853301http://lattes.cnpq.br/0045196477142428Rodrigues, Kátia Rezende7008000000066008a49a6db-c958-44bc-9d4a-8bbdc439d217cc3559d3-3aa2-44f0-ae35-a0fe010632a24191fef3-e7d5-487f-a092-ca027a1ca824665e0593-8ff6-400c-9b9b-0cbe1073f375reponame:Biblioteca Digital de Teses e Dissertações do UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALDIS_PPGPPGE_2018_RODRIGUES_KATIA.pdfDIS_PPGPPGE_2018_RODRIGUES_KATIA.pdfDissertação de Mestradoapplication/pdf1891776http://repositorio.ufsm.br/bitstream/1/16699/1/DIS_PPGPPGE_2018_RODRIGUES_KATIA.pdf2dd5da47f48303546825b202b7bb7d29MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
Progressão continuada no bloco pedagógico: desafios para a gestão escolar em uma escola pública da rede municipal de Santa Maria-RS |
dc.title.alternative.eng.fl_str_mv |
Continuous progression in the pedagogical field: challenges for school management in a public school of the Santa Maria’S municipal network |
title |
Progressão continuada no bloco pedagógico: desafios para a gestão escolar em uma escola pública da rede municipal de Santa Maria-RS |
spellingShingle |
Progressão continuada no bloco pedagógico: desafios para a gestão escolar em uma escola pública da rede municipal de Santa Maria-RS Rodrigues, Kátia Rezende Políticas públicas educacionais Gestão escolar Progressão continuada Bloco pedagógico Educational public policies School management Continuous progression Pedagogical field CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Progressão continuada no bloco pedagógico: desafios para a gestão escolar em uma escola pública da rede municipal de Santa Maria-RS |
title_full |
Progressão continuada no bloco pedagógico: desafios para a gestão escolar em uma escola pública da rede municipal de Santa Maria-RS |
title_fullStr |
Progressão continuada no bloco pedagógico: desafios para a gestão escolar em uma escola pública da rede municipal de Santa Maria-RS |
title_full_unstemmed |
Progressão continuada no bloco pedagógico: desafios para a gestão escolar em uma escola pública da rede municipal de Santa Maria-RS |
title_sort |
Progressão continuada no bloco pedagógico: desafios para a gestão escolar em uma escola pública da rede municipal de Santa Maria-RS |
author |
Rodrigues, Kátia Rezende |
author_facet |
Rodrigues, Kátia Rezende |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Lunardi, Elisiane Machado |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/8366108604553867 |
dc.contributor.referee1.fl_str_mv |
Powaczuk, Ana Carla Hollweg |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/7081978206926650 |
dc.contributor.referee2.fl_str_mv |
Santos, Eliane Aparecida Galvão dos |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/7953554954853301 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/0045196477142428 |
dc.contributor.author.fl_str_mv |
Rodrigues, Kátia Rezende |
contributor_str_mv |
Lunardi, Elisiane Machado Powaczuk, Ana Carla Hollweg Santos, Eliane Aparecida Galvão dos |
dc.subject.por.fl_str_mv |
Políticas públicas educacionais Gestão escolar Progressão continuada Bloco pedagógico |
topic |
Políticas públicas educacionais Gestão escolar Progressão continuada Bloco pedagógico Educational public policies School management Continuous progression Pedagogical field CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Educational public policies School management Continuous progression Pedagogical field |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This Professional Master's research falls under the Public Policies and Elementary Education Management line of the Postgraduate Program in Public Policies and Educational Management. It refers to the discussion on the continuous progression of the initial years of elementary education. The objective of this research was to analyse the demands and challenges of school management concerning the regulation of continuous progression in the pedagogical field of the initial years of elementary education from a school of the Santa Maria’s municipal network. The methodological processes are based on the qualitative approach (FLICK, 2009) and the adopted methodology is study case (GIL, 2009). The documentary analysis (GIL, 2008) was based on the national and the municipal legislation, as well as the official school documents. The survey of data was anchored in non-standardized interviews (LAKATOS & MARCONI, 2003) with managers and teachers of the target-school and participant observation (GIL, 2008). For data analysis, it was considered data triangulation (FLICK, 2009) and content analysis (BARDIN, 2009). The theoretical reference was organized from Akkari (2011), Brandalise (2010), Dourado (2007), Ferreira (2009), Freire (1997), Freitas (2003, 2012) Haydt (2008), Libâneo (2009), Lück (2009), Luckesi (2005), Oliveira (2002), Paro (2003), Perrenoud (1999), Sander (2009) and Vieira (2009). As a final product of this Master's Degree research, the School Management Plan of the Pedagogical Field was elaborated in the strategic planning bias. The studies point that continuous progression represents the possibility to assist the interpretation of continuous progression in the pedagogical field. The comprehension of the proposal’s dynamics of public policy seen as a way to (re)organize time and space and to attenuate exclusion acts (school drop-out, failure) represents an instrument of resistance and empowerment to claim adequate conditions for the functioning, which promotes the success and permanence of the students in the school. Therefore, the school management based on participatory and democratic action leads to the success of the pedagogical act. |
publishDate |
2018 |
dc.date.issued.fl_str_mv |
2018-08-03 |
dc.date.accessioned.fl_str_mv |
2019-05-29T16:04:46Z |
dc.date.available.fl_str_mv |
2019-05-29T16:04:46Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/16699 |
url |
http://repositorio.ufsm.br/handle/1/16699 |
dc.language.iso.fl_str_mv |
por |
language |
por |
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700800000006 |
dc.relation.confidence.fl_str_mv |
600 |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Educação |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Políticas Públicas e Gestão Educacional |
dc.publisher.initials.fl_str_mv |
UFSM |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Educação |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Educação |
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