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Abstract(s)
A complexidade do processo educativo é fortemente marcada pelas dinâmicas sociais, logo, a
escola é o lugar onde se concebe a realização e avaliação desse processo, e como tal, não
deixa de ser complexo. Nesse contexto, o gestor escolar possui um papel fundamental nesse
ambiente, no qual irá direcionar, apoiar e guiar a equipe escolar. Diante do exposto, levando
em consideração o problema de pesquisa, que é: “Como líder, quais são os desafios que o
gestor escolar enfrenta na escola pública?”, os objetivos serão os seguintes: Avaliar os
desafios encontrados na gestão escolar de uma unidade educacional, localizada na cidade de
São Luís – MA. O quadro empírico teve o caráter descritivo e exploratório, com abordagem
qualitativa e toma como referencial as contribuições de Estêvão (213, 2018), Lück (2005 e
2009), Trigo e Costa (2008), Wittmann (2004), Lei de Diretrizes e Bases da Educação
Nacional e legislação complementar, dentre outros. A pesquisa foi realizada em uma escola
pública, que está localizada no bairro Cohafuma, zona urbana de São Luís. Participaram do
estudo o gestor escolar e 05 professores. A técnica utilizada como meio de registrar o discurso
dos sujeitos do estudo foi a de entrevistas, portanto, utilizaram-se dois roteiros de entrevistas
referentes ao gestor e aos professores como instrumentos de coleta de dados, onde os mesmos
contemplaram questões sobre a temática abordada. Nestas últimas décadas é perceptível o
crescimento dos mecanismos atribuídos aos processos de democratização e descentralização
da gestão dos sistemas de ensino, o que se evidencia na nova, no desenvolvimento de estudos,
nessa área, nos meios acadêmicos do país, assim como nas medidas adotadas pelos governos
nas suas diferentes esferas. Com base nas análises dos resultados observou-se que o gestor
desempenha seus trabalhos estabelecendo relações favoráveis ao desenvolvimento sistemático
do ensino e mesmo tenta democratizar sua gestão, contudo, ainda trabalha com a centralização
de decisões. Os professores entrevistados relataram que não existe uma gestão democrática,
não se observou um esforço por parte dos professores em melhorar esta situação, tentando
buscar soluções para melhorar uma interação entre eles e a gestão, ou seja, acabam se
acostumando com a situação e aceitam as decisões impostas pelo gestor. Já o gestor tenta
melhorar o ensino na escola, mesmo com a precariedade do estabelecimento. Contudo, o que
se observou foi que a equipe escolar não está trabalhando junta; ora, para gestão democrática
é necessária a participação de todos e o gestor, como líder. Nesse contexto, conclui-se que o
diretor deve trabalhar mais juntamente com a equipe escolar, para que sejam desenvolvidas
mais ações de forma dinâmica e inovadora, garantindo a criatividade, ética e, principalmente,
saber lidar em ações conjuntas de equipes.
The complexity of the educational process is strongly marked by social dynamics, so the school is the place where the realization and evaluation of this process is conceived, and as such, it is still complex. In this context, the school manager has a fundamental role in this environment, which will guide, support and guide the school staff. Given the above, taking into consideration the research problem, which is: "As a leader, what are the challenges that the school manager faces in the public school?", The objectives will be: To evaluate the challenges encountered in the school management of a unit located in the city of São Luís - MA. The empirical framework was descriptive and exploratory, with a qualitative approach and takes as reference the contributions of Stephen (213, 2018), Lück (2005 and 2009), Wheat and Coast (2008), Wittmann (2004), Guidelines and Bases of National Education and complementary legislation, among others. The research was carried out in a public school, which is located in the neighborhood Cohafuma, urban area of São Luís. The school manager and 5 teachers participated in the study. The technique used as a means to record the speech of the subjects of the study was that of interviews, therefore, two interview scripts were used referring to the manager and the teachers as instruments of data collection, where they included questions about the subject matter. In the last decades, the growth of the mechanisms attributed to the processes of democratization and decentralization of the management of education systems is noticeable, as evidenced by the new, in the development of studies in this area in the academic circles of the country, as well as in the measures adopted by governments in their different spheres. Based on the analysis of the results it was observed that the manager performs his work establishing favorable relations to the systematic development of the education and even tries to democratize its management, however, still works with the centralization of decisions. The teachers interviewed reported that there is no democratic management, no effort was made by teachers to improve this situation, trying to find solutions to improve interaction between them and management, that is, they become accustomed to the situation and accept the decisions imposed by the manager. Already the manager tries to improve the teaching in the school, even with the precariousness of the establishment. However, what has been noted is that the school staff is not working together; Now, for democratic management, it is necessary the participation of all and the manager as leader. In this context, it is concluded that the director should work more closely with the school team, so that more actions are taken dynamically and innovatively, ensuring creativity, ethics and, above all, how to deal with joint team actions.
The complexity of the educational process is strongly marked by social dynamics, so the school is the place where the realization and evaluation of this process is conceived, and as such, it is still complex. In this context, the school manager has a fundamental role in this environment, which will guide, support and guide the school staff. Given the above, taking into consideration the research problem, which is: "As a leader, what are the challenges that the school manager faces in the public school?", The objectives will be: To evaluate the challenges encountered in the school management of a unit located in the city of São Luís - MA. The empirical framework was descriptive and exploratory, with a qualitative approach and takes as reference the contributions of Stephen (213, 2018), Lück (2005 and 2009), Wheat and Coast (2008), Wittmann (2004), Guidelines and Bases of National Education and complementary legislation, among others. The research was carried out in a public school, which is located in the neighborhood Cohafuma, urban area of São Luís. The school manager and 5 teachers participated in the study. The technique used as a means to record the speech of the subjects of the study was that of interviews, therefore, two interview scripts were used referring to the manager and the teachers as instruments of data collection, where they included questions about the subject matter. In the last decades, the growth of the mechanisms attributed to the processes of democratization and decentralization of the management of education systems is noticeable, as evidenced by the new, in the development of studies in this area in the academic circles of the country, as well as in the measures adopted by governments in their different spheres. Based on the analysis of the results it was observed that the manager performs his work establishing favorable relations to the systematic development of the education and even tries to democratize its management, however, still works with the centralization of decisions. The teachers interviewed reported that there is no democratic management, no effort was made by teachers to improve this situation, trying to find solutions to improve interaction between them and management, that is, they become accustomed to the situation and accept the decisions imposed by the manager. Already the manager tries to improve the teaching in the school, even with the precariousness of the establishment. However, what has been noted is that the school staff is not working together; Now, for democratic management, it is necessary the participation of all and the manager as leader. In this context, it is concluded that the director should work more closely with the school team, so that more actions are taken dynamically and innovatively, ensuring creativity, ethics and, above all, how to deal with joint team actions.
Description
Keywords
Escola Gestão Liderança School Management Leadership