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A Ressignificação da Gestão Escolar no Centro de Ensino Terezinha de Jesus Silva Borges: da formação pedagógica aos novos rumos da gestão
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| DM_Suely de Jesus Lobato | 859.09 KB | Adobe PDF |
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Abstract(s)
O presente trabalho trata sobre a gestão escolar no Centro de Ensino Terezinha de Jesus Silva Borges. Um estudo de caso, cuja intenção é compreender a gestão no contexto da pesquisa e contribuir para o processo de sua organização sob a luz das recentes discussões e novas demandas da área da gestão, apontando para a ressignificação do termo no contexto da escola. Quanto aos objetivos específicos pretende-se: refletir sobre a organização pedagógica da escola, identificar os entraves no processo de ensino, caracterizar o papel dos gestores frente às novas exigências educacionais, além de descrever, conforme os participantes da pesquisa, o modelo de gestão escolar.
As discussões sobre organização e gestão escolar, competências e características do gestor e outros assuntos tiveram como referência as obras de autores do ramo educacional, destacando-se: Paro (2015, 2017); Libâneo (2004, 2005, 2006), Luck (2017), entre outros. Na primeira parte do trabalho, faz-se a revisão da literatura. Na segunda parte, apresenta-se a metodologia utilizada na pesquisa, evidenciando o estudo de caso, subsidiado pela coleta de dados que utilizou como técnica a aplicação de questionários para 32 participantes do contexto da pesquisa educacional. Concluiu-se, portanto que a gestão da escola enfrenta sérios problemas no processo de ensino, comprovados pelos resultados que apontam fragilidade no processo de formação dos gestores da escola, uma vez que nenhum dos inquiridos possui formação condizente para o exercício da função e alegam indisponibilidade para fazê-lo. Trinta por cento dos participantes consideram os gestores profissionais com alto nível de displicência com os problemas da escola, enquanto quarenta e cinco por cento dizem que a gestão escolar é pouco organizada e, por último, e, mais grave, cinquenta por cento classificam a gestão escolar como centralizada. Assim, os dados apresentados corroboram a necessidade de uma intervenção na gestão da escola com plena certeza de que esta investigação é importante para compreensão de que o gestor escolar é o fio condutor do processo de ensino, podendo levá-lo ao sucesso ou fracasso.
This paper deals with school management in the Terezinha de Jesus Silva Borges Teaching Center. A case study, whose intention is to understand the management in the context of the research and to contribute to the process of its organization in the light of the recent discussions and new demands of the area of management, pointing to the resignification of the term in the context of the school. The specific objectives are: to reflect on the pedagogical organization of the school, to identify obstacles in the teaching process, to characterize the role of managers in face of the new educational requirements, and to describe, according to the participants of the research, the school management model. The discussions about school organization and management, skills and characteristics of the manager and other subjects had as reference the works of authors of the educational branch, highlighting: Paro (2015, 2017); Libano (2004, 2005), 2006), Luck (2017), among others. In the first part of the work, the literature is reviewed. In the second part, the methodology used in the research is presented, evidencing the case study, subsidized by the data collection that used as a technique the application of questionnaires to 32 participants in the context of the educational research. It was concluded, therefore, that the management of the school faces serious problems in the teaching process, evidenced by the results that indicate weakness in the process of training of the school managers, since none of the respondents is qualified to perform the function and claim unavailability to do it. Thirty percent (30%) of the participants consider professional managers to be highly disinterested in school problems, while forty-five percent (45%) say that school management is poorly organized and, last but not least, fifty percent (50%) classify management schooling as centralized. Thus, the data presented corroborate the need for intervention in school management with full certainty that this research is important for understanding that the school manager is the guiding thread of the teaching process, which can lead to success or failure.
This paper deals with school management in the Terezinha de Jesus Silva Borges Teaching Center. A case study, whose intention is to understand the management in the context of the research and to contribute to the process of its organization in the light of the recent discussions and new demands of the area of management, pointing to the resignification of the term in the context of the school. The specific objectives are: to reflect on the pedagogical organization of the school, to identify obstacles in the teaching process, to characterize the role of managers in face of the new educational requirements, and to describe, according to the participants of the research, the school management model. The discussions about school organization and management, skills and characteristics of the manager and other subjects had as reference the works of authors of the educational branch, highlighting: Paro (2015, 2017); Libano (2004, 2005), 2006), Luck (2017), among others. In the first part of the work, the literature is reviewed. In the second part, the methodology used in the research is presented, evidencing the case study, subsidized by the data collection that used as a technique the application of questionnaires to 32 participants in the context of the educational research. It was concluded, therefore, that the management of the school faces serious problems in the teaching process, evidenced by the results that indicate weakness in the process of training of the school managers, since none of the respondents is qualified to perform the function and claim unavailability to do it. Thirty percent (30%) of the participants consider professional managers to be highly disinterested in school problems, while forty-five percent (45%) say that school management is poorly organized and, last but not least, fifty percent (50%) classify management schooling as centralized. Thus, the data presented corroborate the need for intervention in school management with full certainty that this research is important for understanding that the school manager is the guiding thread of the teaching process, which can lead to success or failure.
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Keywords
Gestão Escolar Formação Organização Participação Ressignificação Qualidade do Ensino. School Management Training Organization Participation Re-signification Quality of Teaching