Perfil da Gestão Escolar no Brasil
Autor(a) principal: | |
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Data de Publicação: | 2007 |
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/10567 |
Resumo: | This thesis focuses in a construction of a Brazilian school administration profile, linking the author s conceptions in the field with the reality founded in basic public schools. In one hand, the profile comes from analysis of academic researches in Brazil between 1930 e 2004, using the main bibliographic references in the field (until 80 s) and researches abstracts from CAPES database. On the other hand, the thesis build a basic school principal and school administration tools profile, using the SAEB/2003 database, collected with enquires in a survey applied in public schools principals, teachers and students, who participated of SAEB 2003. With a theoretical approach of many authors, especially Weber and Bourdieu, this study evaluates the school administration political face, the democratization process, the tools of school administration, the function of principal as politician and its nature, and the ways of domination power presents in school ambient. The comparison of these profiles, supported by theoretical base, suggests the following conclusions: there is strong gender inequality, because the men principals have higher salaries and become to the principal position younger and with less experience than the women principals, and men are in the principal position especially in that schools where the symbolic power is less explicit; the public school administration is being more democratic, but there still is a strong presence of conservative politics and political control over schools and principals; in that schools where the principals were elected, there are school councils which are more active and there are pedagogical projects builded with the staff participation, suggesting that a political education happens in democratic schools; the more experient principals tend to have more disposition to dialogue with the staff and communities than the non experiented principals; the school politics, personalized in principal, is developed in a consensus way between the demands from community and the dispositions of policymakers |
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Silveira Bueno, José GeraldoSouza, Angelo Ricardo de2016-04-27T16:33:18Z2007-03-142007-02-26Souza, Angelo Ricardo de. Perfil da Gestão Escolar no Brasil. 2007. 333 f. Tese (Doutorado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2007.https://tede2.pucsp.br/handle/handle/10567This thesis focuses in a construction of a Brazilian school administration profile, linking the author s conceptions in the field with the reality founded in basic public schools. In one hand, the profile comes from analysis of academic researches in Brazil between 1930 e 2004, using the main bibliographic references in the field (until 80 s) and researches abstracts from CAPES database. On the other hand, the thesis build a basic school principal and school administration tools profile, using the SAEB/2003 database, collected with enquires in a survey applied in public schools principals, teachers and students, who participated of SAEB 2003. With a theoretical approach of many authors, especially Weber and Bourdieu, this study evaluates the school administration political face, the democratization process, the tools of school administration, the function of principal as politician and its nature, and the ways of domination power presents in school ambient. The comparison of these profiles, supported by theoretical base, suggests the following conclusions: there is strong gender inequality, because the men principals have higher salaries and become to the principal position younger and with less experience than the women principals, and men are in the principal position especially in that schools where the symbolic power is less explicit; the public school administration is being more democratic, but there still is a strong presence of conservative politics and political control over schools and principals; in that schools where the principals were elected, there are school councils which are more active and there are pedagogical projects builded with the staff participation, suggesting that a political education happens in democratic schools; the more experient principals tend to have more disposition to dialogue with the staff and communities than the non experiented principals; the school politics, personalized in principal, is developed in a consensus way between the demands from community and the dispositions of policymakersEsta tese tem por objeto a construção de um perfil da gestão escolar no Brasil, procurando cotejar as relações entre as concepções dos autores do campo e a realidade encontrada nas escolas públicas de educação básica. Esse perfil emerge, de um lado, da análise da produção acadêmica no país entre 1930 e 2004, utilizando-se para tanto das bibliografias de referência no campo (até a década de 1980) e dos resumos das teses e dissertações do banco de teses da CAPES. Por outra parte, a tese constrói o perfil do diretor e dos processos de gestão escolar a partir do banco de dados do SAEB 2003, coletado a partir dos instrumentos de medida de contexto (questionários) aplicados em diretores, professores e alunos de escolas públicas que participaram daquela avaliação. Discutindo teoricamente com diversos autores, especialmente com Weber e Bourdieu, a pesquisa avalia a face política da gestão escolar, os elementos da sua democratização, os instrumentos e processos da gestão, o papel do dirigente na condução da política escolar e a natureza da função de diretor e as formas de dominação nas relações de poder que se estabelecem na escola. O cotejamento daqueles perfis, mediado pela análise possibilitada pela base teórica, permite as seguintes conclusões: entre os diretores parece haver uma marca de gênero forte, que faz com que os homens ganhem mais e ascendam à função com menos idade e experiência e destacadamente ocupam proporcionalmente mais as direções das escolas nas quais o poder simbólico parece ser menos explícito; a gestão das escolas públicas caminha para ampliação da democratização da política escolar, mas há ainda forte presença do patrimonialismo e do controle político institucional sobre as escolas e seus dirigentes; as escolas cujos diretores foram eleitos têm conselhos mais ativos e construíram projetos pedagógicos de forma mais independente e com maior participação coletiva, sugerindo que há uma espécie de educação política mais ampliada nas escolas mais democráticas; os diretores mais experientes na educação tendem a ter mais disposição ao diálogo com os seus pares e com as comunidades do que os mais novos; a política escolar, centrada na figura do diretor, é articulada de maneira a articular o máximo possível os interesses da comunidade e as disposições dos sistemas de ensino, traduzidas pelos posicionamentos das instâncias superiores ao diretorCoordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/23385/ANGELO%20RICARDO%20DE%20SOUZA.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: História, Política, SociedadePUC-SPBREducaçãoGestão escolarAdministração escolarEscolas -- Organizacao e administracao -- BrasilSchool administrationCNPQ::CIENCIAS HUMANAS::EDUCACAOPerfil da Gestão Escolar no Brasilinfo: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_SPTEXTANGELO RICARDO DE SOUZA.pdf.txtANGELO RICARDO DE SOUZA.pdf.txtExtracted texttext/plain771435https://repositorio.pucsp.br/xmlui/bitstream/handle/10567/3/ANGELO%20RICARDO%20DE%20SOUZA.pdf.txt00911dbd55c784f2ef314216526b6f2cMD53ORIGINALANGELO RICARDO DE SOUZA.pdfapplication/pdf1322825https://repositorio.pucsp.br/xmlui/bitstream/handle/10567/1/ANGELO%20RICARDO%20DE%20SOUZA.pdf53d2928c7d03559461341c325589017dMD51THUMBNAILANGELO RICARDO DE SOUZA.pdf.jpgANGELO RICARDO DE SOUZA.pdf.jpgGenerated Thumbnailimage/jpeg1943https://repositorio.pucsp.br/xmlui/bitstream/handle/10567/2/ANGELO%20RICARDO%20DE%20SOUZA.pdf.jpgcc73c4c239a4c332d642ba1e7c7a9fb2MD52handle/105672022-06-28 16:20:25.878oai:repositorio.pucsp.br:handle/10567Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-06-28T19:20:25Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.por.fl_str_mv |
Perfil da Gestão Escolar no Brasil |
title |
Perfil da Gestão Escolar no Brasil |
spellingShingle |
Perfil da Gestão Escolar no Brasil Souza, Angelo Ricardo de Gestão escolar Administração escolar Escolas -- Organizacao e administracao -- Brasil School administration CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Perfil da Gestão Escolar no Brasil |
title_full |
Perfil da Gestão Escolar no Brasil |
title_fullStr |
Perfil da Gestão Escolar no Brasil |
title_full_unstemmed |
Perfil da Gestão Escolar no Brasil |
title_sort |
Perfil da Gestão Escolar no Brasil |
author |
Souza, Angelo Ricardo de |
author_facet |
Souza, Angelo Ricardo de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Silveira Bueno, José Geraldo |
dc.contributor.author.fl_str_mv |
Souza, Angelo Ricardo de |
contributor_str_mv |
Silveira Bueno, José Geraldo |
dc.subject.por.fl_str_mv |
Gestão escolar Administração escolar Escolas -- Organizacao e administracao -- Brasil |
topic |
Gestão escolar Administração escolar Escolas -- Organizacao e administracao -- Brasil School administration CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
School administration |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This thesis focuses in a construction of a Brazilian school administration profile, linking the author s conceptions in the field with the reality founded in basic public schools. In one hand, the profile comes from analysis of academic researches in Brazil between 1930 e 2004, using the main bibliographic references in the field (until 80 s) and researches abstracts from CAPES database. On the other hand, the thesis build a basic school principal and school administration tools profile, using the SAEB/2003 database, collected with enquires in a survey applied in public schools principals, teachers and students, who participated of SAEB 2003. With a theoretical approach of many authors, especially Weber and Bourdieu, this study evaluates the school administration political face, the democratization process, the tools of school administration, the function of principal as politician and its nature, and the ways of domination power presents in school ambient. The comparison of these profiles, supported by theoretical base, suggests the following conclusions: there is strong gender inequality, because the men principals have higher salaries and become to the principal position younger and with less experience than the women principals, and men are in the principal position especially in that schools where the symbolic power is less explicit; the public school administration is being more democratic, but there still is a strong presence of conservative politics and political control over schools and principals; in that schools where the principals were elected, there are school councils which are more active and there are pedagogical projects builded with the staff participation, suggesting that a political education happens in democratic schools; the more experient principals tend to have more disposition to dialogue with the staff and communities than the non experiented principals; the school politics, personalized in principal, is developed in a consensus way between the demands from community and the dispositions of policymakers |
publishDate |
2007 |
dc.date.available.fl_str_mv |
2007-03-14 |
dc.date.issued.fl_str_mv |
2007-02-26 |
dc.date.accessioned.fl_str_mv |
2016-04-27T16:33:18Z |
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 |
Souza, Angelo Ricardo de. Perfil da Gestão Escolar no Brasil. 2007. 333 f. Tese (Doutorado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2007. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/10567 |
identifier_str_mv |
Souza, Angelo Ricardo de. Perfil da Gestão Escolar no Brasil. 2007. 333 f. Tese (Doutorado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2007. |
url |
https://tede2.pucsp.br/handle/handle/10567 |
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por |
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por |
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info:eu-repo/semantics/openAccess |
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application/pdf |
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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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BR |
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Educação |
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Pontifícia Universidade Católica de São Paulo |
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