Percursos: práticas dos diretores de escola da rede municipal de São Paulo
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_SP |
Texto Completo: | https://tede2.pucsp.br/handle/handle/22001 |
Resumo: | The present study aimed to analyze the performance of two school principals regarding the performance of their functions and their formation needs with the intent of answering the question about how they articulate their knowledge in the daily life of the school or what knowledge is used to deal with the day-to-day issues in the school in the face of the flow of pedagogical and bureaucratic activities, of increasingly intense control and monitoring resulting from educational policy actions. The theoretical basis to guide the studies presented here were the following concepts: habitus and practical sense of Pierre Bourdieu; school administration based on the classic studies of Carneiro Leão and Querino Ribeiro; types of leadership of Max Weber; performativity and managerialism of Stephen Ball. The research, with an ethnographic perspective based on the studies of Rockwell, was developed in two schools of the municipal school system of São Paulo and confirmed the hypothesis that the school principal does not learn or does not incorporate a certain way of administering school in initial or continuing education, but rather in the personal experiences that the principal experiences, ways to organize the school and act based on models that the principal adjusts to the real situations. From this it follows that there are spaces, gaps, possibilities for singular action that escape the structure that conforms or tries to model this action. The data obtained also allowed to add that the foundations of the actions of the directors and their conducts are anchored less in scientific knowledge and more in the previous experiences that compose their habitus in diverse situations as teachers, whose incorporated, actualized and adjusted dispositions revealed structuring elements that oriented strategies and positioning |
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Marin, Alda Junqueirahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4324902P5Sanches, Sandra Maria2019-03-19T12:31:22Z2019-01-28Sanches, Sandra Maria. Percursos: práticas dos diretores de escola da rede municipal de São Paulo. 2019. 180 f. Tese (Doutorado em Educação: História, Política, Sociedade) - Programa de Estudos Pós-Graduados em Educação: História, Política, Sociedade, Pontifícia Universidade Católica de São Paulo, São Paulo, 2019.https://tede2.pucsp.br/handle/handle/22001The present study aimed to analyze the performance of two school principals regarding the performance of their functions and their formation needs with the intent of answering the question about how they articulate their knowledge in the daily life of the school or what knowledge is used to deal with the day-to-day issues in the school in the face of the flow of pedagogical and bureaucratic activities, of increasingly intense control and monitoring resulting from educational policy actions. The theoretical basis to guide the studies presented here were the following concepts: habitus and practical sense of Pierre Bourdieu; school administration based on the classic studies of Carneiro Leão and Querino Ribeiro; types of leadership of Max Weber; performativity and managerialism of Stephen Ball. The research, with an ethnographic perspective based on the studies of Rockwell, was developed in two schools of the municipal school system of São Paulo and confirmed the hypothesis that the school principal does not learn or does not incorporate a certain way of administering school in initial or continuing education, but rather in the personal experiences that the principal experiences, ways to organize the school and act based on models that the principal adjusts to the real situations. From this it follows that there are spaces, gaps, possibilities for singular action that escape the structure that conforms or tries to model this action. The data obtained also allowed to add that the foundations of the actions of the directors and their conducts are anchored less in scientific knowledge and more in the previous experiences that compose their habitus in diverse situations as teachers, whose incorporated, actualized and adjusted dispositions revealed structuring elements that oriented strategies and positioningO presente estudo se propôs a analisar a atuação de dois diretores quanto ao desempenho de suas funções e de suas necessidades formativas, com o intento de responder à questão sobre o modo como eles articulam seus conhecimentos no cotidiano escolar ou quais conhecimentos são utilizados para encaminhar as questões do dia-a-dia na escola frente ao fluxo de atividades pedagógicas e burocráticas, de controle e monitoramento cada vez mais intensos, decorrentes das ações políticas educacionais. A opção de embasamento teórico para nortear os estudos foram os seguintes conceitos: habitus e senso prático de Pierre Bourdieu; administração escolar com base nos estudos clássicos de Carneiro Leão e Querino Ribeiro; tipos de liderança de Max Weber; performatividade e gerencialismo de Stephen Ball. A pesquisa, com perspectiva etnográfica fundamentada nos estudos de Rockwell, foi desenvolvida em duas escolas da rede municipal de São Paulo e confirmou a hipótese de que não é nas formações inicial ou continuada que o diretor de escola aprende ou incorpora certo jeito de administrar a escola, mas em experiências pessoais que ele vivencia e ajusta às situações reais formas de organizar a escola e atuar. Disso decorre que existem espaços, brechas, possibilidades para atuação singular que escapam à estrutura que conforma ou tenta modelar essa atuação. Os dados obtidos permitiram acrescentar, ainda, que os fundamentos de suas ações e suas condutas estão ancorados menos em conhecimentos científicos e mais nas experiências anteriores que compõem seus habitus em diversas situações enquanto professores, cujas disposições incorporadas, acionadas e ajustadas, revelaram elementos estruturantes que orientaram desenvolvimento de estratégias e posicionamentosCoordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/48486/Sandra%20Maria%20Sanches.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: História, Política, SociedadePUC-SPBrasilFaculdade de EducaçãoDiretores escolaresEscolas - Organização e administraçãoEducação e EstadoSchool principalsSchool management and organizationEducation and stateCNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAOPercursos: práticas dos diretores de escola da rede municipal de São PauloTrajectories: practices of school principals from São Paulo networkinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTSandra Maria Sanches.pdf.txtSandra Maria Sanches.pdf.txtExtracted texttext/plain422589https://repositorio.pucsp.br/xmlui/bitstream/handle/22001/4/Sandra%20Maria%20Sanches.pdf.txt0fd35b8755383598afb0a59c7909c152MD54LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
Percursos: práticas dos diretores de escola da rede municipal de São Paulo |
dc.title.alternative.eng.fl_str_mv |
Trajectories: practices of school principals from São Paulo network |
title |
Percursos: práticas dos diretores de escola da rede municipal de São Paulo |
spellingShingle |
Percursos: práticas dos diretores de escola da rede municipal de São Paulo Sanches, Sandra Maria Diretores escolares Escolas - Organização e administração Educação e Estado School principals School management and organization Education and state CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
title_short |
Percursos: práticas dos diretores de escola da rede municipal de São Paulo |
title_full |
Percursos: práticas dos diretores de escola da rede municipal de São Paulo |
title_fullStr |
Percursos: práticas dos diretores de escola da rede municipal de São Paulo |
title_full_unstemmed |
Percursos: práticas dos diretores de escola da rede municipal de São Paulo |
title_sort |
Percursos: práticas dos diretores de escola da rede municipal de São Paulo |
author |
Sanches, Sandra Maria |
author_facet |
Sanches, Sandra Maria |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Marin, Alda Junqueira |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4324902P5 |
dc.contributor.author.fl_str_mv |
Sanches, Sandra Maria |
contributor_str_mv |
Marin, Alda Junqueira |
dc.subject.por.fl_str_mv |
Diretores escolares Escolas - Organização e administração Educação e Estado |
topic |
Diretores escolares Escolas - Organização e administração Educação e Estado School principals School management and organization Education and state CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
dc.subject.eng.fl_str_mv |
School principals School management and organization Education and state |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
description |
The present study aimed to analyze the performance of two school principals regarding the performance of their functions and their formation needs with the intent of answering the question about how they articulate their knowledge in the daily life of the school or what knowledge is used to deal with the day-to-day issues in the school in the face of the flow of pedagogical and bureaucratic activities, of increasingly intense control and monitoring resulting from educational policy actions. The theoretical basis to guide the studies presented here were the following concepts: habitus and practical sense of Pierre Bourdieu; school administration based on the classic studies of Carneiro Leão and Querino Ribeiro; types of leadership of Max Weber; performativity and managerialism of Stephen Ball. The research, with an ethnographic perspective based on the studies of Rockwell, was developed in two schools of the municipal school system of São Paulo and confirmed the hypothesis that the school principal does not learn or does not incorporate a certain way of administering school in initial or continuing education, but rather in the personal experiences that the principal experiences, ways to organize the school and act based on models that the principal adjusts to the real situations. From this it follows that there are spaces, gaps, possibilities for singular action that escape the structure that conforms or tries to model this action. The data obtained also allowed to add that the foundations of the actions of the directors and their conducts are anchored less in scientific knowledge and more in the previous experiences that compose their habitus in diverse situations as teachers, whose incorporated, actualized and adjusted dispositions revealed structuring elements that oriented strategies and positioning |
publishDate |
2019 |
dc.date.accessioned.fl_str_mv |
2019-03-19T12:31:22Z |
dc.date.issued.fl_str_mv |
2019-01-28 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Sanches, Sandra Maria. Percursos: práticas dos diretores de escola da rede municipal de São Paulo. 2019. 180 f. Tese (Doutorado em Educação: História, Política, Sociedade) - Programa de Estudos Pós-Graduados em Educação: História, Política, Sociedade, Pontifícia Universidade Católica de São Paulo, São Paulo, 2019. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/22001 |
identifier_str_mv |
Sanches, Sandra Maria. Percursos: práticas dos diretores de escola da rede municipal de São Paulo. 2019. 180 f. Tese (Doutorado em Educação: História, Política, Sociedade) - Programa de Estudos Pós-Graduados em Educação: História, Política, Sociedade, Pontifícia Universidade Católica de São Paulo, São Paulo, 2019. |
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Pontifícia Universidade Católica de São Paulo |
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Programa de Estudos Pós-Graduados em Educação: História, Política, Sociedade |
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PUC-SP |
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Brasil |
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Faculdade de Educação |
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Pontifícia Universidade Católica de São Paulo |
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