GESTÃO DEMOCRÁTICA: uma reflexão a partir da percepção dos gestores escolares

A questão central do presente estudo é a análise da percepção dos gestores escolares da rede de ensino público municipal de São Luís sobre gestão democrática. A análise dos dados da pesquisa que foram obtidos de entrevistas semiestruturadas realizadas com 15 (quinze) gestores escolares fundamenta-se em autores como: Libâneo; Oliveira; Toschi (2013); Lück (2011, 2016); Paro (2011, 2015); Dourado (2007), entre outros. Para garantir o anonimato, codificamos todos os participantes da pesquisa, para não serem identificados. Concluídas as análises, consideramos que os resultados poderão subsidiar a comunidade acadêmica em outras pesquisas similares, além de fornecerem dados à Secretaria de Educação do Municípios (SEMED). O artigo está dividido em 5 (cinco) seções: a introdução, que apresenta o objetivo, a questão central, a abordagem metodológica da pesquisa e os instrumentos de coleta de dados. Na segunda seção, aborda-se a administração escolar: o desafio da superação da lógica da empresa na escola pública. Na terceira seção, discutimos a gestão escolar democrática e suas implicações na qualidade do ensino, objetivando reforçar a importância da participação da comunidade escolar no projeto de melhoria da educação ofertada. Na quarta seção, apresentamos as percepções dos gestores escolares, relativas à gestão democrática, a partir das falas dos entrevistados. Por último, as considerações finais, que contemplam uma rápida análise das percepções dos gestores. Palavras – chave: Gestão escolar democrática. Administração escolar. Qualidade.DEMOCRATIC MANAGEMENT: a reflection from the perception of school managersAbstractThe central issue of the present study is the analysis of the perception of school administrators of the São Luís public school system about democratic management. The analysis of the research data obtained from semi-structured interviews carried out with 15 (fifteen) school managers is based on authors such as: Libâneo; Oliveira; Toschi (2013); Lück (2011, 2016); Paro (2011, 2015); Dourado (2007), among others. In order to guarantee anonymity, we coded all research participants, so as not to be identified. After the analysis is completed, we believe that the results may support the academic community in other similar research, in addition to providing data to the Municipal Education Secretariat (SEMED). The article is divided into 5 (five) sections: the introduction, which presents the objective, the central question, the methodological approach of the research and the data collection instruments. In the second section, school administration is addressed: the challenge of overcoming the company's logic in public schools. In the third section, we discuss democratic school management and its implications for the quality of teaching, aiming to reinforce the importance of school community participation in the project to improve the education offered. In the fourth section, we present the perceptions of school managers, regarding democratic management, based on the interviewees' statements. Finally, the final considerations, which include a quick analysis of the managers' perceptions.Keywords: Democratic school management. School administration. Quality.GESTIÓN DEMOCRÁTICA: una reflexión desde la percepción de los gerentes escolaresResumen El tema central del presente estudio es el análisis de la percepción de los administradores escolares del sistema de escuelas públicas de São Luís sobre la gestión democrática. El análisis de los datos de investigación obtenidos de entrevistas semiestructuradas realizadas con 15 (quince) directores escolares se basa en autores como: Libâneo; Oliveira Toschi (2013); Lück (2011, 2016); Paro (2011, 2015); Dourado (2007), entre otros. Para garantizar el anonimato, codificamos a todos los participantes de la investigación, para no ser identificados. Una vez completado el análisis, creemos que los resultados pueden apoyar a la comunidad académica en otras investigaciones similares, además de proporcionar datos a la Secretaría Municipal de Educación (SEMED). El artículo está dividido en 5 (cinco) secciones: la introducción, que presenta el objetivo, la pregunta central, el enfoque metodológico de la investigación y los instrumentos de recolección de datos. En la segunda sección, se aborda la administración escolar: el desafío de superar la lógica de la empresa en las escuelas públicas. En la tercera sección, discutimos la gestión democrática de la escuela y sus implicaciones para la calidad de la enseñanza, con el objetivo de reforzar la importancia de la participación de la comunidad escolar en el proyecto para mejorar la educación ofrecida. En la cuarta sección, presentamos las percepciones de los gerentes escolares, con respecto a la gestión democrática, basadas en las declaraciones de los entrevistados. Finalmente, las consideraciones finales, que incluyen un análisis rápido de las percepciones de los gerentes.Palabras clave: gestión escolar democrática. Administración escolar. Calidad.

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Gestão escolar e produção da aula: o trabalho dos professores em pauta/ School Management and Class Ellaboration: Work of Teachers on the Agenda

Educação em Foco ◽

10.24934/eef.v18i26.605 ◽

2016 ◽

Vol 18 (26) ◽

pp. 133-154

Author(s):

Liliana Soares Ferreira ◽

Gabriel dos Santos Kehler

Keyword(s):

Public Schools ◽

Central Region ◽

Rio Grande ◽

School Management ◽

Production Data ◽

Rio Grande Do Sul ◽

Research Project ◽

Democratic Management ◽

Democratic School

Sistematiza-se projeto de pesquisa que analisou os sentidos atribuídos pelos professores às relações entre a gestão escolar e seu trabalho. A produção de dados aconteceu por meio de entrevistas, entre os anos de 2007 e 2008, em escolas públicas da região Central do Estado do Rio Grande do Sul, envolvendo quarenta professores. Estudo de caráter dialético, apresenta três sequências argumentativas: concepções de gestão escolar democrática, seus sentidos e movimentos; a relação entre escola e gestão democrática a partir dos discursos dos professores entrevistados; a relação entre trabalho e gestão escolar democrática. Seguem-se as considerações finais aos argumentos apresentados. ABSTRACTSystematized research project carried out with the objective to analyze the meanings assigned by teachers to relations between the school management and his work. The production data was through interviews, between the years 2007 and 2008 in public schools in the central region of Rio Grande do Sul, involving forty teachers. Study dialectical character, is organized into three sequences argumentative: conceptions of democratic school management, their senses and movements, the relation between school and democratic management from the discourses of the teachers interviewed, the relation between labor and democratic school management. Here are the final considerations objectify systematizing the arguments.

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A gestão escolar democrática na perspectiva freireana

Revista Educação e Emancipação ◽

10.18764/2358-4319.v14n1p15-38 ◽

2021 ◽

Vol 14 (1) ◽

pp. 15

Author(s):

Antonio Amorim ◽

Eliane Silva Souza ◽

Rose Santos de Jesus Pereira

Keyword(s):

Public Schools ◽

Adult Education ◽

Inclusive Education ◽

School Management ◽

Qualitative Approach ◽

Popular Participation ◽

The Real ◽

Democratic Management ◽

Management Processes ◽

Democratic School

O artigo discute a gestão escolar na perspectiva freireana a partir do estudo de casos múltiplos envolvendo escolas públicas de Salvador, Bahia, utilizando abordagem qualitativa e baseado na questão de como a gestão escolar municipal tem efetivado a gestão democrática considerando a perspectiva freireana de participação popular. O estudo visou refletir acerca da concretização da gestão escolar democrática envolvendo a participação dos sujeitos da Educação de Jovens e Adultos (EJA). A pesquisa demonstrou que para alcançar uma perspectiva freireana na gestão escolar é necessário que o diálogo e a participação estejam presentes, condições essenciais para que a democracia seja vivida e experienciada com a participação efetiva dos sujeitos da EJA na condução dos processos de gestão da escola, com vistas a auferir uma educação mais humanizadora, includente e que tencione atender aos reais anseios dos estudantes.Palavras-chave: Gestão escolar democrática. Diálogo. Educação de Jovens e Adultos.Democratic school management from the freirean perspectiveABSTRACT The article discusses the school management from Freire's perspective through the study of multiple cases involving public schools in Salvador, Bahia, using a qualitative approach and based on the question of how municipal school management has implemented democratic management considering the Freirean perspective of popular participation. The study aimed to reflect on the implementation of democratic school management involving the participation of the subjects of the Youth and Adult Education (YAE). Research has shown that in order to achieve a Freirean perspective in school management, dialogue and participation must be present, essential conditions for democracy to be lived and experienced with the effective participation of the subjects of YAE in the conduction of school management processes, with the purpose of obtaining a more humanizing and inclusive education, that intends to meet the real concerns of the studentsKeywords: Democratic school management. Dialogue. Youth and Adult Education.La gestión escolar democrática en la perspectiva de FreireRESUMENEl artículo analiza la gestión escolar en la perspectiva de Freire basada en estudio de casos múltiples que involucran escuelas públicas en Salvador, Bahía, utilizando un enfoque cualitativo basado en la cuestión de cómo la gestión escolar municipal ha implementado la gestión democrática considerando la perspectiva de Freire de participación popular. El estudio tuvo como objetivo reflexionar sobre la implementación de la gestión escolar democrática que involucra la participación de sujetos de la Educación de Jóvenes y Adultos (EJA). La investigación ha demostrado que, para lograr una perspectiva de Freire sobre la gestión escolar, debe haber el diálogo y la participación, condiciones esenciales para que la democracia sea experimentada con la participación efectiva de los sujetos de EJA en la conducción de los procesos de gestión escolar, con el fin de obtener una educación más humanizada e inclusiva que tenga la intención de satisfacer los verdaderos deseos de los estudiantes.Palabras clave: Gestión Escolar Democrática. Diálogo. Educación de Jóvenes y Adultos.

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A GESTÃO ESCOLAR NA EDUCAÇÃO DA REDE PÚBLICA ESTADUAL: o processo de escolha do gestor escolar em um estudo de caso na escola Professora Maria de Fátima Souto

Revista Principia - Divulgação Científica e Tecnológica do IFPB ◽

10.18265/1517-03062015v1n46p133-144 ◽

2019 ◽

Vol 1 (46) ◽

pp. 133

Author(s):

Ranyellen Félix De Souza ◽

Allyne De Almeida Ferreira Ramos

Keyword(s):

School Administration ◽

School Community ◽

School Management ◽

Academic Community ◽

Semistructured Interview ◽

Democratic Management ◽

Brazilian History ◽

Made In ◽

Do So

School management is seen as a process rooted in Brazilian history education that carries within it school administration and the participation of the school community in this management. Thus, the present article has the objective of evaluating the process of school principal’s choice as a constituent part of democratic management, bearing in mind how this choice is being made in the state of Paraíba and how it is impacting the process of democratic management , specifically the reality of a school in the municipality of João Pessoa. Based on authors such as Lück (2009), Paro (2003) and the Brazilian legislations that give us theoretical and methodological framework on the understanding of school management in Brazil. Then, we present the models for the managers’ choice in the national scope first and then the local realm. In order to do so, we focused on a bibliographical and documentary research and semistructured interview so as to conclude the case study in Professor Maria de Fátima Souto state school. Results showed that the school principal’s choice is not a democratic one, for the school’s community does not participate in this process. It is necessary to have an association between the voting process, in this case the participation of the school community and the strategy of previous examinations. It is also important that these candidates are part of the academic community.

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Göçmen çocuklar ve okul kültürleri: Bir bütünleştirme çalışması

GÖÇ DERGİSİ ◽

10.33182/gd.v3i1.555 ◽

2016 ◽

Vol 3 (1) ◽

pp. 65-81 ◽

Cited By ~ 21

Author(s):

Halis Sakız

Keyword(s):

Public Schools ◽

School Culture ◽

Social Acceptance ◽

School Administrators ◽

Migrant Children ◽

Eastern Region ◽

Structured Interviews ◽

Negative Attitudes ◽

School Cultures ◽

Inclusive School

Bu makale, Türkiye’de yoğun göç almakta olan Güneydoğu Anadolu Bölgesi’ndeki okullarda, göçmen çocukların okullara dâhil edilmesine yönelik olarak idarecilerin düşünce, inanç ve tutumlarını inceleyen nitel bir araştırmanın sonuçlarını bildirmektedir. Araştırma özelde, okul yöneticilerinin göçmen çocukların kendi okullarında eğitilmesine yönelik tutumlarını, bu eğitimin önünde duran ve okul ikliminden kaynaklanan engelleri ve göçmen çocukların kendini ait hissettikleri bütünleştirici okul iklimleri inşa edilebilmesi için eğitim sistemindeki mevcut fırsatları ortaya koymayı amaçlamıştır. Araştırmada, 18 okul yöneticisinden nitel araştırma yöntemlerinden olan yarı-yapılandırılmış görüşmeler kullanılarak veri toplanmış ve bu veriler tematik analiz yöntemiyle çözümlenmiştir. Araştırma sonucunda (i) okul yöneticilerinin göçmen çocuklara ayrıştırılmış ortamlarda eğitim verilmesini desteklediği ve kendi okullarında eğitim görmelerine dair olumsuz tutumlar beslediği, (ii) yapısal yetersizliklerin ve düşük toplumsal kabul düzeyinin göçmen çocukların eğitimine yönelik olumsuz tutumları önemli ölçüde etkilediği ve (iii) bütünleşik okul kültürlerinin oluşması için paydaşların psiko-sosyal ve yapısal anlamda desteklenmesi gerektiği ortaya çıkmıştır. ENGLISH ABSTRACTMigrant children and school cultures: A suggestion for inclusionThis article reports on the findings of an empirical research investigating the thoughts, beliefs and attitudes towards the inclusion of migrant children in the South-eastern region of Turkey which is currently exposed to intensive migration waves. Specifically, the article explores the attitudes of school administrators towards the education of migrant children in their schools, the barriers to this education stemming from the school culture and the opportunities in the education system to build inclusive school cultures in which migrant children can feel belonging to. The research employed 18 school administrators, utilized semi-structured interviews to collect qualitative data and analyzed them through thematic analysis. Findings showed that (a) school administrators supported education of migrant children in segregated environments and possessed negative attitudes towards their education in public schools; (b) structural limitations and low social acceptance levels affected the negative attitudes towards the education of migrant children and (c) stakeholders needed to be provided with psycho-social and structural support in order to establish inclusive school cultures. Keywords: Migrant children; inclusive school culture; qualitative research; Turkey

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Educational Administrators’ Perspectives of Democracy and Citizenship Education: Interviews with Educational Leaders.

Journal of Contemporary Issues in Education ◽

10.20355/jcie29349 ◽

2018 ◽

Vol 13 (2) ◽

Author(s):

Jordan Long

Keyword(s):

Public School ◽

School Leadership ◽

Citizenship Education ◽

School Administrators ◽

Educational Leaders ◽

School Management ◽

Structured Interviews ◽

Learning Program ◽

Educational Administrators ◽

Phenomenological Methodology

Little is known about public school educational administrators’ perspectives of democracy and citizenship education and how those perspectives shape the learning that occurs in the schools they lead. This paper presents findings of a qualitative study that used semi-structured interviews of public school educational administrators’ perspectives of democracy and citizenship education in the province of Alberta, Canada. Four participants’ detailed responses were analyzed using an interpretive phenomenological methodology and coded into four themes. While all four participants felt that democratic and citizenship education were important, their conceptualizations varied widely and only one participant was found to lead in a way that encouraged democratically desirable education. Findings suggest that some educational administrators do not necessarily understand their role or responsibility in the education of democracy and citizenship within the schools they lead. Moreover, this study suggests that factors that hinder democratic and citizenship education are: school administrators’ preference to remain obedient to a top-down approach of school management; resource taxing administrative obligations and; a misunderstanding of ‘thick’ democracy. Factors that were found to facilitate democratic and citizenship education include: physical school and learning program design and; democratic school leadership.

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The political process of international education: Complementarities and clashes in the Manitoba K-12 sector through a multi-level governance lens

Education Policy Analysis Archives ◽

10.14507/epaa.28.4609 ◽

2020 ◽

Vol 28 ◽

pp. 1

Author(s):

Merli Tamtik ◽

Angela O'Brien-Klewchuk

Keyword(s):

Public Schools ◽

International Education ◽

School Administrators ◽

Political Process ◽

Policy Outcomes ◽

Structured Interviews ◽

Additional Layer ◽

Non Governmental Organizations ◽

Multi Level ◽

K 12

International education has become a policy sector of growing importance to Canada. With increased government regulations, disconnect is often observed between the intended policy outcomes and practice. This study aims to explain this disconnect by analyzing the heterogeneity among stakeholder interests. It focuses on 1) distribution of authority; 2) heterogeneity of values; and 3) complementarities and clashes in policy issues. A multi-level governance (MLG) framework (Chou et. al., 2017; Hooghe Marks, 2003), as a guiding theoretical lens, is applied to examine the interactions among governments (federal-provincial), non-governmental organizations, school administrators, international students and their families in the context of the Manitoba K-12 sector. Data for this study were collected through document analysis and 40 semi-structured interviews. Findings indicate increased steering power of both the federal and provincial governments to regulate international education with conflicting agendas based on political ideologies. The pursuit of Canada’s economic competitiveness through K-12 international education has led to a rise in the authority of non-governmental actors, including parents and students, to shape the services, programs and curriculum content offered by public schools. The study proposes adding an additional layer to the MLG framework, that of the complexities within stakeholder groups.

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Physical activity in the classroom: Using RE-AIM to evaluate a national school reform – a mixed methods study

10.21203/rs.3.rs-208694/v1 ◽

2021 ◽

Author(s):

Sofie Koch ◽

Charlotte Skau Pawlowski ◽

Thomas Skovgaard ◽

Natascha Holbæk Pedersen ◽

Jens Troelsen

Keyword(s):

Physical Activity ◽

Public Schools ◽

Mixed Methods ◽

School Reform ◽

Implementation Process ◽

Structured Interview ◽

School Management ◽

Evaluation Tool ◽

Structured Interviews ◽

Competencies Development

Abstract Background In 2014, the Danish Government introduced a wide-ranging school reform that applied to all public schools in Denmark. A distinctive feature of the reform was that it became mandatory to implement an average of 45 minutes of daily physical activity within the curriculum. Using the RE-AIM framework as an evaluation tool, the objective of the current study was to evaluate the reach, effectiveness, adoption, implementation, and maintenance of mandatory physical activity within curriculum at ten Danish schools. Methods A complementary mixed methods approach using accelerometers, questionnaires, and semi-structured interviews was conducted. A total of 11 representative school were invited to participate, including 993 students, 131 teachers, and 11 school managers. Students were invited to wear an accelerometer for seven consecutive days. Teachers were invited to participate in a questionnaire and school managers were encouraged to take part in a semi-structured interview. Results A total of 10 schools were included in the analysis, including 846 students, 76 teachers, and 10 school managers. Results showed that, on average, 45.2% of the students were active at least 45 minutes daily within curriculum. Teacher and school management interest in physical activity, competencies development, and shared decision-making were identified as central factors for adoption of the requirement. Scheduling physical activity within timetables and collaborations with external parties were found to influence the implementation dimension. Finally, internal coordination, motivated school staff, and school management priority were identified as centrals factors for maintenance. Conclusions This study provides an evaluation on a national physical activity requirement in Danish public schools. When introcuding a wide-ranging national requirement on physical activity within curriculum, school managers need to prioritize and support the implementation process. Teachers need to be involved in the decision processes, in order to ensure motivation and local ownership. The study also highlight the benefits of an internal coordinator as well as development of a shared strategy among schools, municipalities, and other stakeholders in order to succeed with the implementation.

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Evaluation of the Implementation of a Preventive Program for Children in Brazilian Schools

Psicologia Ciência e Profissão ◽

10.1590/1982-3703000592016 ◽

2016 ◽

Vol 36 (3) ◽

pp. 508-519 ◽

Cited By ~ 3

Author(s):

Daniela Ribeiro Schneider ◽

Ana Paula Dias Pereira ◽

Joselaine Ida Cruz ◽

Milene Strelow ◽

Gail Chan ◽

...

Keyword(s):

Public Schools ◽

Data Analysis ◽

Classroom Management ◽

Program Implementation ◽

Behavior Management ◽

Classroom Behavior ◽

School Administrators ◽

Structured Interviews ◽

School Students ◽

Preventive Program

Abstract The article discusses the pilot implementation of the evidence-based preventive program Good Behavior Game (GBG) in public schools in four Brazilian cities. GBG is a method for classroom behavior management by teachers, which aims at developing sociability among elementary school students between 6 and 10 years old. The objective of this study was to evaluate the program implementation process, focusing on the acceptability and perceived results by the professionals involved. Mixed methods were used, and data analysis was conducted using triangulation, including questionnaires and semi-structured interviews with 28 teachers, 9 school administrators, and 6 coaches. Data analysis was performed through descriptive and inferential statistics and content analysis, according to the nature of data. GBG had a high acceptance among teachers and school administrators. Professionals highlighted the importance of stimulating teamwork, the systematic use of rewards, and the objectivity of classroom rules. Acceptability was attributed, in large part, to the effectiveness of the strategy for classroom management. Nevertheless, this study highlighted the need of adaptations to better reflect the Brazilian societal and economic context.

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Flight to Safety in Deindustrialized Cities: Perceptions of School Safety in Charter and Public Schools in Detroit, Michigan

Education and Urban Society ◽

10.1177/0013124519846288 ◽

2019 ◽

Vol 52 (3) ◽

pp. 394-414 ◽

Cited By ~ 6

Author(s):

Daniel Hamlin

Keyword(s):

Public Schools ◽

Parental Involvement ◽

School Safety ◽

Structured Interviews ◽

Building Conditions ◽

School Based ◽

School Of Choice ◽

Perceptions Of Safety ◽

School Building Conditions ◽

Perceptions Of School

Safety is one of the primary reasons why parents report seeking out a school of choice in depressed cities with a high proportion of charter schools. However, little empirical research has examined how parents assess school safety in these settings. This study explores factors that parents associate with school safety in Detroit, Michigan by conducting semi-structured interviews with parents ( n = 31) in both charter and public schools. To contextualize parents’ perceptions of school safety, teachers ( n = 23) were also interviewed. Findings indicate that parental perceptions of safety were shaped by school building conditions, school disciplinary environment, school-based parental involvement, student selection, and school location. These perceived indicators of safety suggest that components of school climate may be important for raising perceptions of safety in challenging contexts where school safety is a pressing concern.

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GESTÃO ESCOLAR DEMOCRÁTICA: DESAFIOS E PERSPECTIVAS

Roteiro ◽

10.18593/r.v41i2.9566 ◽

2016 ◽

Vol 41 (2) ◽

pp. 451

Author(s):

Sergio Brasil Fernandes ◽

Sueli Menezes Pereira

Keyword(s):

Public Schools ◽

Financial Management ◽

School Community ◽

School Management ◽

Model Management ◽

Palabras Clave ◽

Management Participation ◽

Democratic School ◽

La Red ◽

Santa Maria

Resumo: A gestão escolar democrática é vislumbrada como modelo ideal de gestão para as escolas públicas brasileiras. Essa idealização fomentou a elaboração deste estudo, com o qual se objetivou analisar, a partir de uma abordagem qualitativa, do tipo estudo de caso, os modelos de gestão utilizados nas escolas da rede estadual localizadas em Santa Maria, RS. Neste trabalho, abordam-se concepções sobre gestão democrática, enfatizando-se a importância de priorizar-se uma consistente participação da comunidade escolar nos aspectos atinentes à gestão administrativa, pedagógica e financeira das escolas, e a necessidade de expressar todos esses aspectos em um projeto político-pedagógico (re)construído coletivamente.Palavras-chave: Gestão escolar democrática. Participação. Comunidade escolar. Projeto político-pedagógico.DEMOCRATIC SCHOOL MANAGEMENT: CHALLENGES AND PERSPECTIVESAbstract: The democratic school management is viewed as an ideal model management to Brazilian public schools. This idealization stimulated the elaboration of this study in which it was aimed to analyze, from a qualitative approach, study-case kind, the management models used in state schools localized in Santa Maria, RS. In this work, the conceptions about democratic management are approached, emphasizing the importance of prioritizing a consistent participation of school community in aspects related to the administrative, pedagogical and financial management of schools, and the need to express all these aspects in a political-pedagogical project (re)built collectively.Keywords: Democratic school management. Participation. School community. Political-pedagogical project.GESTIÓN ESCOLAR DEMOCRÁTICA: DESAFÍOS Y PERSPECTIVASResumen: La gestión escolar democrática es vislumbrada como modelo de gestión ideal para las escuelas públicas brasileñas. Esta idealización fomentó el desarrollo de este estudio, cuyo objetivo es analizar, desde un enfoque cualitativo, del tipo estudio de caso, los modelos de gestión utilizados en las escuelas de la red provincial ubicadas en Santa Maria, RS. En este trabajo, se desarrollan conceptos de gestión democrática, enfatizando la importancia de priorizar la participación consistente de la comunidad escolar en los aspectos referentes a la gestión administrativa, pedagógica y financiera de las escuelas; y la necesidad de expresar todos estos aspectos en un proyecto político-pedagógico (re)construido colectivamente.Palabras clave: Gestión escolar democrática. Participación. Comunidad escolar. Proyecto político-pedagógico.

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