Use este identificador para citar ou linkar para este item: http://repositorio.ufes.br/handle/10/8963
Título: Reflexões sobre o provimento do diretor e a gestão democrática de uma escola pública : entre o eleito e o indicado
Autor(es): Oliveira, Rafael Gumiero de
Orientador: Junquilho, Gelson Silva
Data do documento: 26-Ago-2014
Editor: Universidade Federal do Espírito Santo
Resumo: Este estudo se propôs analisar como o diretor escolar eleito ou nomeado (por indicação) influencia a gestão democrática de uma escola de ensino fundamental. O problema de pesquisa que motivou tal discussão foi o seguinte: Como dois modelos distintos de provimento do diretor influenciaram na gestão democrática de uma escola pública de ensino fundamental? Para tanto, houve discussão sobre os pressupostos teóricos e históricos relacionados ao tema da gestão escolar, fazendo incursão por parte da reflexão do campo desde a administração escolar até o atual movimento de gestão democrática. Ocorreu análise dos temas de ação política, participação, conselho de escola, papel do diretor e escolha do dirigente escolar. Esta pesquisa valeu-se do método qualitativo, por estudo de caso, para análise dos modelos de provimento ao cargo de diretor escolar adotado em uma unidade escolar de um município da Grande VitóriaES nas gestões 20052008 e 20092012, observando a influência do diretor na gestão escolar num contexto histórico-social de gestão democrática da educação pública no Brasil, com base em duas formas de provimento. Para a coleta de dados, procedeu-se à aplicação de entrevistas semiestruturadas com representantes dos diversos segmentos da escola municipal de ensino fundamental, lócus da pesquisa: professores, pais, funcionários, conselheiros do Conselho de Escola, além dos diretores escolares, secretários de educação e prefeitos municipais de ambos os períodos analisados. Também participaram da pesquisa professores representantes do Conselho Municipal de Educação. Para a análise dos dados, recorreu-se ao método de análise de conteúdo, pelo qual se buscou avaliar como ocorreu a opção por modelos diferentes de gestão escolar e provimento de diretor escolar na rede municipal de ensino do município objeto da pesquisa, nas gestões 20052008 e 20092012; compreender como se caracterizou o modo de gestão escolar segundo o tipo de provimento do diretor; identificar em quais condições houve a relação da direção escolar com o órgão central de ensino, os agentes políticos locais e a comunidade escolar nos dois períodos de gestão
This study aims to analyze how the school director elected or appointed (by indication) influences the democratic management of an elementary school. The research problem that motivated this discussion was as follows: How do two different models of indicating a director influenced the democratic management of a public school in elementary school? For both, there was a discussion of the theoretical and historical assumptions related to the theme of school management, making incursion from the reflection of the field to the school administration until the current movement of democratic management. There was analysis of the themes of political action, participation, council of school, the role of the director and choice of school leader. This research has relied on qualitative method, by a case study, in the analysis of models of indicating a school director adopted in a school unit of the municipality of Grande Vitória–ES in their management from 2005 to 2008 and from 2009 to 2012, noting the influence of the director in school management in a historical-social context of democratic management of public education in Brazil, based on two forms of indications. For the data collection it was used semi-structured interviews with representatives of the various segments of the municipal elementary school, locus of research: teachers, parents, staff, members of Council of School, in addition to the school principals, secretaries of education and municipal mayors of both periods analyzed. Representative teachers of the Municipal Council of Education werealso participants of the research. For the data analysis it was used the method of content analysis, in which we search to evaluate how did the option for different models of school management and director indication occur in municipal schools from 2005 to 2008 and from 2009 to 2012; We also search to understand how the mode of school management was characterized according to the type of indicating the director; identify under what conditions there was the relationship of school steering with the central body of teaching, local politicians agents and the school community in the two periods of management. Finally, we search to understand how was the participation of the community and other instances of participation in the decisions between one period and another in the school management. Among the results, it was found differences between the models adopted. There was consensus among the participants of the research on the existence of significant differences in school management and the need for election or indication for the choice of school principals. The research revealed that the management from 2005 to 2008, in which the school director was elected, was favorable to a more autonomous action of the director face to the education system and the local politicians agents and allowed greater proximity to the school community and participative involvement. On the other hand, the model adopted by the administration from 2009 to 2012, in which the director was appointed, led the direction the school to a political hitching with the political actors responsible for indication, which compromised the autonomy of school management and aligned the school shares the interests political-electoral that, on some occasions, did not coincide with those of the school. The data showed that, on the one hand, the management of the elected director represented a period in which there was greater participation in school and autonomy of management compared to the system of education, independent of action of the councils, whose results were reflected in the quality of education offered and the democratic management of education; On the other hand, the managing period of the appointed director marked the political hitchingof teaching and submission of the interests of the school, the reduction of the autonomy of the councils and the intensification of internal conflicts in school locus of research, generating stress and resistance in school relations.
URI: http://repositorio.ufes.br/handle/10/8963
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