Diretores escolares do sistema municipal de ensino de presidente prudente: perfil e papel destes profissionais na escola pública
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2024-02-23
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Universidade Estadual Paulista (Unesp)
Resumo
Nesta pesquisa parte-se do pressuposto que no cenário da escola pública brasileira, em que pese a previsão legal da implementação da gestão democrática, o diretor continua sendo o responsável final pela articulação e desenvolvimento da proposta pedagógica. A permanência deste profissional numa posição central na instituição escolar, observada na experiência profissional da autora como diretora, pode ser explicada tanto por uma questão cultural como a partir dos entraves burocráticos colocados à participação da comunidade na escola. Considerando sua relevância na configuração da política escolar, faz-se necessário, portanto, dar maior visibilidade a este profissional no contexto da pesquisa educacional, estudando, em especial, sua atuação na escola pública. Assim, esta pesquisa, inserida na linha “Formação dos Profissionais da Educação, Políticas Educativas e Escola Pública” do Programa de Pós-Graduação em Educação da Faculdade de Ciências e Tecnologia da Universidade Estadual Paulista “Júlio de Mesquita Filho” (FCT/UNESP), nasceu do questionamento: quem são os diretores das escolas municipais de Presidente Prudente e como eles percebem seu papel a frente de uma instituição de ensino pública? A sistematização do perfil dos diretores foi realizada com base em dados como: tipo de vínculo empregatício (efetivo, substituto ou contratado), idade, gênero, cor/raça declarada, formação, estado civil, salário, funções anteriores à educação, tempo de trabalho na educação, tempo como diretor e na unidade atua, dentre outros. Além dos dados objetivos, o estudo enfoca as percepções dos sujeitos sobre seu papel na escola, assim como as dificuldades encontradas para o desenvolvimento da gestão. Esta pesquisa tem uma abordagem qualitativa e foi desenvolvida por meio de pesquisa bibliográfica, análise documental da legislação municipal e aplicação de questionário. A coleta de dados teve como objetivo construir o perfil dos profissionais e captar as percepções sobre a escola e a gestão escolar por meio das questões abertas. A análise do ideário dos diretores foi realizada por meio da categorização das respostas e também pelo cruzamento de dados. O cruzamento de dados e respostas possibilitou analisar em profundidade as percepções, dificuldades e desejos dos sujeitos. A pesquisa apresenta dois resultados diversos, conforme o foco de análise empreendido. A partir dos dados objetivos dos questionários, foi construído um perfil com as informações pessoais, de formação e das condições da vida profissional dos diretores, que permitiu responder à questão sobre quem são estes profissionais, ou seja, como se caracteriza o grupo de diretores do ponto de vista dos aspectos que mais e menos se destacam entre os sujeitos. Já a partir da interpretação das respostas às questões abertas, a pesquisa revelou o contexto de trabalho dos diretores do Sistema Municipal de Ensino e suas preocupações. Assim, enquanto os dados da parte objetiva demonstram que os diretores possuem formação específica, experiência e capacidade técnica para lidar com as demandas da função, as dificuldades expressadas indicam que se sentem sobrecarregados e excessivamente responsabilizados pelo órgão gestor. A prevalência do aspecto técnico constatada, bem como a consequente secundarização dos aspectos pedagógicos, demonstram o resultado da experiência do grupo, na medida em que foi isso que aprenderam por meio de suas vivências na escola e é isto também o que lhes é exigido no dia a dia. Trata-se, portanto, de uma prática dominada pela técnica que pode ser explicada por um contexto em que o modelo de gestão é eminentemente gerencial. A intenção da autora é que a pesquisa possa contribuir com a produção de conhecimento sobre o perfil e o papel dos diretores de escola, oferecendo dados para pensar as políticas públicas municipais e a formação continuada destes profissionais, considerando as limitações e conflitos inerentes ao seu trabalho.
This research assumes that in the Brazilian public school scenario, despite the legal provision for the implementation of democratic management, the school principal remains ultimately responsible for articulating and developing the pedagogical proposal. The permanence of this professional in a central position in the school, observed in the author's professional experience as a principal, can be explained both by a cultural issue and by the bureaucratic obstacles placed on the community's participation in the school. Considering its relevance in the configuration of school policy, it is therefore necessary to give greater visibility to this professional in the context of educational research, studying, in particular, its performance in public schools. Thus, this research, inserted in the line “Training of Education Professionals, Educational Policies and Public Schools” of the Postgraduate Program in Education of the Faculty of Science and Technology of the São Paulo State University “Júlio de Mesquita Filho” (FCT/UNESP), was born from the question: who are the principals of municipal schools in Presidente Prudente and how do they perceive their role at the head of a public educational institution? The systematization of the principal’s profile was carried out based on data such as: type of employment relationship (permanent, substitute or contracted), age, gender, declared color/race, training, marital status, salary, functions prior to education, working time in education, time as principal and working in the unit, among others. In addition to objective data, the study focuses on the subject’s perceptions of their role in the school, as well as the difficulties encountered in the development of educational administration. This research has a qualitative approach and was developed through bibliographical research, documentary analysis of municipal legislation and questionnaire application. Data collection aimed to build the profile of professionals and capture perceptions about the school and school administration through open questions. The analysis of the principal’s ideas was carried out by categorizing the responses and also by crossing data. The crossing of data and responses made it possible to analyze in depth the subjects' perceptions, difficulties and desires. The research presents two different results, depending on the focus of analysis undertaken. Based on the objective data from the questionnaires, a profile was constructed with personal information, training and professional life conditions of the principals, which allowed answering the question about who these professionals are, that is, how the group of directors of the point of view of the aspects that stand out most and least among the subjects. From the interpretation of the answers to the open questions, the research revealed the work context of the principals of the Municipal Education System and their concerns. Thus, while the data from the objective part demonstrate that principals have specific training, experience and technical capacity to deal with the demands of the role, the difficulties expressed indicate that they feel overloaded and excessively held responsible by the management body. The prevalence of the technical aspect observed, as well as the consequent secondaryization of the pedagogical aspects, demonstrate the result of the group's experience, in that this is what they learned through their experiences at school and this is also what is required of them on the day a day. It is, therefore, a practice dominated by technique that can be explained by a context in which the management model is eminently managerial. The author's intention is that the research can contribute to the production of knowledge about the profile and role of school principals, offering data to think about municipal public policies and the continued training of these professionals, considering the limitations and conflicts inherent to their work .
This research assumes that in the Brazilian public school scenario, despite the legal provision for the implementation of democratic management, the school principal remains ultimately responsible for articulating and developing the pedagogical proposal. The permanence of this professional in a central position in the school, observed in the author's professional experience as a principal, can be explained both by a cultural issue and by the bureaucratic obstacles placed on the community's participation in the school. Considering its relevance in the configuration of school policy, it is therefore necessary to give greater visibility to this professional in the context of educational research, studying, in particular, its performance in public schools. Thus, this research, inserted in the line “Training of Education Professionals, Educational Policies and Public Schools” of the Postgraduate Program in Education of the Faculty of Science and Technology of the São Paulo State University “Júlio de Mesquita Filho” (FCT/UNESP), was born from the question: who are the principals of municipal schools in Presidente Prudente and how do they perceive their role at the head of a public educational institution? The systematization of the principal’s profile was carried out based on data such as: type of employment relationship (permanent, substitute or contracted), age, gender, declared color/race, training, marital status, salary, functions prior to education, working time in education, time as principal and working in the unit, among others. In addition to objective data, the study focuses on the subject’s perceptions of their role in the school, as well as the difficulties encountered in the development of educational administration. This research has a qualitative approach and was developed through bibliographical research, documentary analysis of municipal legislation and questionnaire application. Data collection aimed to build the profile of professionals and capture perceptions about the school and school administration through open questions. The analysis of the principal’s ideas was carried out by categorizing the responses and also by crossing data. The crossing of data and responses made it possible to analyze in depth the subjects' perceptions, difficulties and desires. The research presents two different results, depending on the focus of analysis undertaken. Based on the objective data from the questionnaires, a profile was constructed with personal information, training and professional life conditions of the principals, which allowed answering the question about who these professionals are, that is, how the group of directors of the point of view of the aspects that stand out most and least among the subjects. From the interpretation of the answers to the open questions, the research revealed the work context of the principals of the Municipal Education System and their concerns. Thus, while the data from the objective part demonstrate that principals have specific training, experience and technical capacity to deal with the demands of the role, the difficulties expressed indicate that they feel overloaded and excessively held responsible by the management body. The prevalence of the technical aspect observed, as well as the consequent secondaryization of the pedagogical aspects, demonstrate the result of the group's experience, in that this is what they learned through their experiences at school and this is also what is required of them on the day a day. It is, therefore, a practice dominated by technique that can be explained by a context in which the management model is eminently managerial. The author's intention is that the research can contribute to the production of knowledge about the profile and role of school principals, offering data to think about municipal public policies and the continued training of these professionals, considering the limitations and conflicts inherent to their work .
Descrição
Palavras-chave
Diretor de escola, Perfil do diretor, Gestão escolar, Escola pública, Política educacional, School principal, Principal's profile, Educational administration, Public school, Educational politics
Como citar
BORGES, Márcia Regina. Diretores escolares do sistema municipal de ensino de presidente prudente: perfil e papel destes profissionais na escola pública. Orientador: Yoshie Ussami Ferrari Leite. 2024. 236 f. Dissertação (Mestrado em Educação) - Faculdade de Ciências e Tecnologia, Universidade Estadual Paulista, Presidente Prudente, 2024.