Search

This qualitative research aims to analyze the conditions of teaching work in the Integral Education Program, from the perspective of the school management team. Data collection took place through a questionnaire and semi-structured interview. From the descriptive-interpretative analysis, we identified positive aspects and weaknesses in the program, such as exclusive dedication made possible by the RDPI and the salary increase through the GDPI. About weaknesses: a possible technicist character, pressure for good performance through evaluations, absence of substitute professionals, increase in the number of classes, decrease in the teaching staff, work overload and lack of continuing education actions. Therefore, although the PEI has aspects that can contribute to good working conditions and, consequently, the promotion of "good quality education", the program is the result of the nuances of neoliberal reforms that worsen and make working conditions precarious over the years. [ABSTRACT FROM AUTHOR]

The article is the result of a master's survey and has as its theme the democratic school management in public schools in the city of Manaus (AM). The objective is to analyze the process of democratic school management of municipal schools in Manaus. We used the field research, of qualitative nature using the semi-structured interview, using a recorder for data collection, in four schools that make up the structural organization of SEMED Manaus. Based on the analysis, the results indicate that there is no clear understanding of how Democratic Management has been materialized in public schools, for the interviewees this category is related to norms, disciplines and rules that should be indispensable in the school organization, leading to the need for a constant dialogue with society in order to reflect on the real meaning of democratic school management. [ABSTRACT FROM AUTHOR]

This article is part of the research on School Management and the Primary Education Development Index (IDEB) in two municipal schools in Floriano city - Piauí, Brazil. The objective of this research was to analyze the quality of basic education from the projected and observed goals in two schools. This work outlines the study on the issue of the use of the education quality indicator by school administrators. Therefore, primary data from interviews with the school community are analyzed, made in three methodological steps (observation, semi-structured interview and document analysis). Weaving with authors as: Melo and Bertagna (2016), Ferrarotto (2021), Schneider and Nardi (2014) Silva (2009) e Fonseca (2009) and also, especially on the concepts of management, assessment and the quality of education. Data show the possibility of expanding the use of IDEB indicators, beyond the bonus system that the municipality of Floriano adopts. With the expansion of the proposed use of indicators, it is suggested to expand the perspective of assessment carried out in the school's management spaces. It is concluded by suggesting the promotion of public policies that make it possible to improve the infrastructure conditions and training spaces for managers. It points out the need for protagonism, valuing the instruments of listening and autonomy, making participation processes feasible. [ABSTRACT FROM AUTHOR]

This article problematizes the issue of discretionary action and the role of beliefs and the degree of knowledge and adherence of school principals, such as middle-level bureaucrats (BME), in the process of implementing inclusive special education policy in a municipal public system in Sao Paulo. The objectives are describing and analyzing the degree of understanding of school directors on the principles, objectives, implementation instruments and procedures of the inclusive special education policy; and to describe and analyze the patterns of adherence of school directors to the objectives, implementation instruments and procedures of the same policy. The investigation mobilized the analysis data referring to the responses of school principals to the questionnaires associated with Prova Brasil (2017). The results indicate that school managers recognize the importance to the school inclusion model for students who are the target audience of inclusive special education, but not for students without significant differences. [ABSTRACT FROM AUTHOR]

Private educational institutions are part of an increasingly competitive environment. In this sense, a phenomenon that needs to be monitored by school management is dropout. This research aimed to propose a plan to prevent school dropout associated with pedagogical reasons or causes. To this end, a qualitative exploratory documental research was carried out on the data made available by the institution on dropout, referring to the period from 2016 to 2019, and on the satisfaction of families with the school, covering the period from 2018 to 2020; a systematic review to survey the contributions of the literature on the subject; and a descriptive field research to analyze the perception of the families of students and professors about the pedagogical work carried out by the institution. As a result, some pedagogical dimensions relevant to the study of school dropout were found and local (by year of education) and global (segment) problems of the institution were identified that are related to its pedagogical product. Based on this, a prevention plan was developed for school dropout associated with pedagogical reasons or causes. [ABSTRACT FROM AUTHOR]

The Common National Curriculum Base, approved in 2017, is the most current document in the Brazilian educational field that regulates pedagogical practices in educational institutions. In early childhood education, play is defined as one of the rights to learning and development, so one of the school managers' demands is to guarantee it in children's daily lives. The playroom is a planned space for children that provides play, interaction, and development. In this context, the overall objective of the study was to make a proposal and budgets of playful resources for a toy library in a municipal school in Gramado, in the state of Rio Grande do Sul, according to the descriptions of the Curricular Base and Curriculum Reference Gaucho. The methodology used was a mixed approach, encompassing qualitative and quantitative aspects through document analysis and cost estimates. As a result, it was found that a toy library project with various materials, natural elements and local culture is a possibility, considering the financial resources and the school reality. [ABSTRACT FROM AUTHOR]

The present research theme is justified according to the current school management scenario, which requires qualification for the exercise of different functions in full-time school units. With the purpose of investigating the possible impacts of the Program More Education on educational outcomes, the objective of this article was to analyze the perceptions and challenges of school managers of full - time educational establishments in six public schools in Rio de Janeiro.The exercise of management is no longer a purely bureaucratic function, but it is an action that requires articulation between formal and non-formal learning, times and spaces of teaching, community and management. This movement generates the need for a differentiated management that takes into account the current perspectives that mark another logic of school management, especially in planning, coordination and evaluation of education systems. [ABSTRACT FROM AUTHOR]

School management is responsible for the school organization, for the development of pedagogical and financial processes, for the articulation and mobilization of people and for teacher education. This study analyzed how the school management of public elementary schools (students from 11 to 14 years old), plan and accomplish teacher education in the school context. School ethnography was used for the data collection, with the researcher inserted in the school context, making observations via protocols, using interviews and documentary analysis. The results showed that the schools had a management of teacher education still "wild", marked by the absence of planning, organization and systematization of objectives and commitments to professional teacher development. These questions were stem from the fact that school management does not feel fully responsible for teacher education, and for the lack of school managers' education. These data can be used in the context of principals (and pedagogical coordinators) education, and used as a discussion in the departments of Education. [ABSTRACT FROM AUTHOR]

This study aims to analyze the Profile Manager basic school holographic, highlighting the urgency in construction and consolidation of a contemporary management process, which is innovative and presents new management possibilities to ensure institutional quality, the management of the school. We obtained results that: there's a conservative profile of the managers working in elementary school; There is a need to ensure the educational innovation and the creation of an institutional space transformer, enabling the formation of a democratic profile for the new school manager, with the establishment of an institutional practice that promotes the quality of management and educational life in schools. [ABSTRACT FROM AUTHOR]

This text deals with the use of Information and Communication Technologies (ICT) and its consequences both for the quality of education and to obtain awards as part of the School Management. The development of this theme was made from field research conducted with public schools managers located in different states, which had in common the fact that they obtained good evaluation, the Award in School Management. The qualitative study was conducted through observations, document analysis and semi-structured interviews, with the participation of nine managers. The relevance of this study lies particularly in contributions made in terms of subsidies for transformation processes directed to work by managers with respect to ICTs. Among the study's findings include: (a) as to how ICTs are used, showed the concern of managers that they are not separated from the school's education program; (B) in relation to the effective contribution of ICTs to obtain the prize, they revealed that their major difference in using them is the way they are incorporated into the teaching process in learning, highlighting its potential as an innovative action in the school routine. [ABSTRACT FROM AUTHOR]

This paper discusses about management and school inclusion of students with disabilities who are living under institutional care conditions. The themes are relevant given that there is little research that aims to relate them. Therefore, this study aimed to investigate and understand the reality of educational management on the inclusion of students with disabilities living in institutional care conditions. Some authors were selected to support this study, including: Lück (2006); Libâneo, Oliveira and Toschi (2005); Sousa and Paravidini (2013); Carvalho (2006); Tezani (2010); Yin (2010); and Bardin (2011). This research was classified as qualitative case study. The instruments for data collection were semi-structured interviews and observations in the school the disabled student was enrolled in. The results point to a still deficient inclusive practice, and the school states that the support from the City Department of Education is still incipient in support to the work of school management in the provision of financial and human resources for the inclusion to happen. It can be observed that for inclusion to be effective, it is necessary a truly articulated work among all people involved in the process. [ABSTRACT FROM AUTHOR]

The paper analyzes the factors that contribute to and / or constrain the autonomous and democratic management from the provision mechanisms for the position of school director, training and experience of this manager on the performance of the duties. The autonomous and democratic management is an attribute of the school management stated in the LDB/96 favoring the expansion of the participation in school decision-making process, as well as the transfer of the decision-making power to the school level, with allocation of resources of different nature. Were investigated eighteen municipal elementary schools in six pole municipalities of the State's mesoregions, being one small size school, one middle size school and one big size school in each of these counties. The research concludes that the direct election for the position of school director, a mechanism that, according to some authors, contributes to broaden participation in school management, has not been introduced to all schools of Santa Catarina state. Training and experience seem favorable to the performance of the director's duties. However, it seems not to generate a differential to the institutionalization of autonomous management. The research points to challenges to be overcome in the search for the institutionalization of the democratic logic that favors discussions around the directive issue. [ABSTRACT FROM AUTHOR]