Formação do professor-gestor para o exercício da gestão escolar
Data
2012-03-20
Autores
Stoffel, Tânia Maria
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Editor
Universidade Federal de Mato Grosso
Resumo
This research, linked to the Post-Graduation Program in Education, in the Rondonopolis
University Campus, Mato Grosso Federal University (PPGEdu/CUR/UFMT), Teachers
Education and Educational Public Policies line, discusses the educational process a teacher
goes through when s/he is in charge of the school management in the elementary level in the
State of Mato Grosso public school system. The goal is to understand how the educational
process of such professional takes place when s/he is at work in order to contribute to a
reflection regarding the way this process has offered him/her opportunities to develop
activities related to his/her position. In order to so do, it is tried to identify the main demands
and challenges when it comes to school management as well as the means used by the
teacher-manager when facing it; to examine the training activities offered by the public
departments in charge of them and to investigate the contributions of stage 1 and continuing
formation for the materialization of activities related to the position. The methodology used
was a qualitative one combined with the dialectical-historical materialism approach and the
use of the content analysis method recommended by L. Bardin. It makes use of research
procedures such as interview, questionnaire and document analysis. The first two are applied
to ten educators that were performing their first term at school (biennium 2010/2011) in
regular schools in the state school network in the municipality of Rondonopolis, State of Mato
Grosso, that offered, simultaneously, elementary education and high school. The third
procedure (document analysis) is carried out by using the material provided by the Mato
Grosso State Education Board (SEDUC-MT) at hand during the educators’ training
activities, especially those involved with the management of elementary education institutions
in the location previously mentioned. The categories of analysis are the educational processes
carried out by the education social actors about to perform the school management, mostly
the teachers-managers and the people in charge at the public agencies to offer training hours
in the State - SEDUC-MT, pedagogical supporting offices in the municipalities (ASPM) and
the Educational and Professional Development Center in Elementary School (CEFAPRO).
The results indicate that the main challenges identified by the interviewees are the large
amount of bureaucratic activities, conflicting relationships with the teachers and school
supporting staff, indiscipline among students, problems with the data processing system,
drop-outs and drugs, which contribute to the definition of long working shifts they are to
follow. Through this research it is clear that little material is delivered during the training
activities carried out by the agencies here analyzed and, in general, such material refers to
educational laws or guidelines. It is also clear that the teacher-manager’s continuing
education is offered in a straightforward and emergency-like way to satisfy the legal
expectations, instead of following a policy that covers the professional education of every
educator. This way, it is surely necessary that the public agencies offer effective education to
the teachers-managers, that theory and practice may happen by means of the very use of
diversified methodologies that include research about/in the educational context involving
different subjects that are in action, observation of successful experiences through technical
visits to the schools, workshops, case simulations, videos, among others.
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Citação
STOFFEL,Tânia Maria. Formação do professor-gestor para o exercício da gestão escolar. 2012. 212 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Ciências Humanas e Sociais, Rondonópolis, 2012