(Desa)fios da gestão nas instituições de educação infantil: entre concepções e práticas de gestoras

• Autor(a) principal: Borges, Rúbia
• Data de Publicação: 2016
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Universitário da Ânima (RUNA)
• Texto Completo: https://repositorio.animaeducacao.com.br/handle/ANIMA/3492
• topic: Práticas de Gestão; Narrativas; Administradores escolares - Experiências; Educação infantil; Escolas (Organização e administração)

This research has as main theme the management in Child Education. From the assumption that Child Education Institutions have their own features which made different from other Basic Education modalities, we have as general aim: analyze conceptions and practices on Child Education management from the managers’ narratives. Methodologically, the research is based on a qualitative perspective developed from narrative assumptions research. As methodological instrument we opted to carry out workshops where Child Education managers from Laguna - SC as the research subjects. The workshops, further to produce knowledge from experiences lived by the managers; they also were conductive wires for the narratives. Three categories for analysis were determined: Child Education Management – a needlework made in the running of management matters and commemorative party organization; Democratic management and Education Community – interweave conceptions and practices; Day care’s invisibility in Children Education – a loose thread... where are the babies? The bet was in different authors in the analysis, like Benjamin (1986), Pandini-Simiano (2015), Palmén (2014), Dourado (2006), Bondiolli (2004), among others. As results we evidenced the Child Education management’s function is associated to bureaucratic practices; in other words, merely solving administrative matters. The pedagogical matters are put in the second place and solved with adoption of apostille material by the municipality. Democratic management concept, by managers’ view point, is pervaded by doubts and uncertainties. Community participation, as professors’ ones, family and other professional, is limited on the elaboration of internal rules, Pedagogical Project rules, or by participatory presence in meetings summoned by the institutions. Children’s participation is summarized on illustrative matters, like choose the school uniform new color. Then we noticed out a conception of a passive child conception, which does not have voice, which is needy, submissive and incapable for participation. There is still a kind of nursery invisibility in managers narratives, despite the institution attend babies from four months-old. Finally, the research points to the challenge of think on democratic management practices considering specifically what involves this practice in Child Education Institution.