Lideranças para a educação escolar: proposições em analise

Detalhes bibliográficos
Autor(a) principal: Dalcorso, Claudia Zuppini
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/22609
Resumo: The present study aims to collaborate with the qualification of public education in Brazil, through the implementation of proposals of analysis that focus on the work and training of school managers. The aim is to improve the performance of these professionals as well as to enhance their respective competencies in the search for the resolution of flaws by adjusting them to the places where they operate. For that, this research identified contexts, methodologies and standards of professional competences in four training courses for school managers; it has analyzed related points by highlighting the cases of the four schools of studied school leaders, it has also raised proposals to inspire projects, courses and curricula that target school leaders. The chosen courses were: the Center for the Development of Educational Leadership (CEDLE) in Chile, the National College for School Leadership in England, the NYC Leadership Academy in New York City in the United States and the Management for Learning course in Brazil. By analyzing the competency standards of the courses, it was possible to elaborate a classification of the priority competences to be developed in the training of beginners or in-service managers, considering the ones that are repeated and intensified in the studies of the schools in comparison to the standards of competence of other places. It was possible to perceive the characteristic of a training focused on the practice of these professionals, as well as the use of methodologies that favor the accompaniment of an experienced mentor for the training of the beginning managers. The importance of considering the contexts of each studied area as a differential factor to understand their pathways was another fundamental point identified for the nonperformance in the error of disregarding this element in the intention of transferring the methodology to our reality
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spelling Masetto, Marcos Tarcisohttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4446997J5Dalcorso, Claudia Zuppini2019-09-24T11:18:02Z2019-09-11Dalcorso, Claudia Zuppini. Lideranças para a educação escolar: proposições em analise. 2019. 217 f. Tese (Doutorado em Educação: Currículo) - Programa de Estudos Pós-Graduados em Educação: Currículo, Pontifícia Universidade Católica de São Paulo, São Paulo, 2019.https://tede2.pucsp.br/handle/handle/22609The present study aims to collaborate with the qualification of public education in Brazil, through the implementation of proposals of analysis that focus on the work and training of school managers. The aim is to improve the performance of these professionals as well as to enhance their respective competencies in the search for the resolution of flaws by adjusting them to the places where they operate. For that, this research identified contexts, methodologies and standards of professional competences in four training courses for school managers; it has analyzed related points by highlighting the cases of the four schools of studied school leaders, it has also raised proposals to inspire projects, courses and curricula that target school leaders. The chosen courses were: the Center for the Development of Educational Leadership (CEDLE) in Chile, the National College for School Leadership in England, the NYC Leadership Academy in New York City in the United States and the Management for Learning course in Brazil. By analyzing the competency standards of the courses, it was possible to elaborate a classification of the priority competences to be developed in the training of beginners or in-service managers, considering the ones that are repeated and intensified in the studies of the schools in comparison to the standards of competence of other places. It was possible to perceive the characteristic of a training focused on the practice of these professionals, as well as the use of methodologies that favor the accompaniment of an experienced mentor for the training of the beginning managers. The importance of considering the contexts of each studied area as a differential factor to understand their pathways was another fundamental point identified for the nonperformance in the error of disregarding this element in the intention of transferring the methodology to our realityO presente estudo tem como objetivo colaborar com a qualificação da educação pública no Brasil, por intermédio da implementação de propostas de análise que enfocam o trabalho e a capacitação dos gestores escolares. Intenta-se por meio destas, a melhoria do desempenho desses profissionais bem como a potencialização de suas respectivas competências em busca da resolução de deficiências ajustando-as aos locais de atuação onde estão inseridos. Para isso, esta pesquisa identificou contextos, metodologias e padrões de competências profissionais em quatro cursos de formação para gestores escolares; analisou pontos correlatos ao evidenciar os casos das quatro escolas de líderes escolares estudados e levantou proposições para inspirar projetos, cursos e currículos que tenham como público-alvo lideranças escolares. Os cursos escolhidos foram: Centro de Desenvolvimento de Liderança Educacionais (CEDLE) no Chile, Nacional College for School Leadership, na Inglaterra, a NYC Leadership Academy, na cidade de Nova York nos Estados Unidos e o curso Gestão para a Aprendizagem no Brasil. Ao analisar os padrões de competência dos cursos foi possível elaborar uma classificação das competências prioritárias para serem desenvolvidas em formação de gestores iniciantes ou em serviço, considerando as que mais se repetem e se intensificam nos estudos das escolas em comparação com padrões de competência de outros locais. Foi possível perceber a característica de uma formação focada na prática destes profissionais, bem como o uso de metodologias que prezam pelo acompanhamento de um mentor experiente para formação dos gestores iniciantes. A importância da consideração dos contextos de cada local estudado como um fator diferencial para compreender seus percursos foi outro ponto fundamental identificado para a não incorrência no erro de desconsiderar esse elemento na intenção de transferir a metodologia para nossa realidadeCoordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/50420/Claudia%20Zuppini%20Dalcorso.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: CurrículoPUC-SPBrasilFaculdade de EducaçãoAdministradores escolaresLiderança escolarEscolas públicas - Organização e administração - BrasilSchool administratorsSchool leadershipPublic schools - Administration - BrazilCNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULOLideranças para a educação escolar: proposições em analiseLeadership for school education: proposals under analysisinfo: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_SPTEXTClaudia Zuppini Dalcorso.pdf.txtClaudia Zuppini Dalcorso.pdf.txtExtracted texttext/plain384230https://repositorio.pucsp.br/xmlui/bitstream/handle/22609/4/Claudia%20Zuppini%20Dalcorso.pdf.txtd3634e26fdb43b83b59d792f1fd020a6MD54LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv Lideranças para a educação escolar: proposições em analise
dc.title.alternative.eng.fl_str_mv Leadership for school education: proposals under analysis
title Lideranças para a educação escolar: proposições em analise
spellingShingle Lideranças para a educação escolar: proposições em analise
Dalcorso, Claudia Zuppini
Administradores escolares
Liderança escolar
Escolas públicas - Organização e administração - Brasil
School administrators
School leadership
Public schools - Administration - Brazil
CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO
title_short Lideranças para a educação escolar: proposições em analise
title_full Lideranças para a educação escolar: proposições em analise
title_fullStr Lideranças para a educação escolar: proposições em analise
title_full_unstemmed Lideranças para a educação escolar: proposições em analise
title_sort Lideranças para a educação escolar: proposições em analise
author Dalcorso, Claudia Zuppini
author_facet Dalcorso, Claudia Zuppini
author_role author
dc.contributor.advisor1.fl_str_mv Masetto, Marcos Tarciso
dc.contributor.authorLattes.fl_str_mv http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4446997J5
dc.contributor.author.fl_str_mv Dalcorso, Claudia Zuppini
contributor_str_mv Masetto, Marcos Tarciso
dc.subject.por.fl_str_mv Administradores escolares
Liderança escolar
Escolas públicas - Organização e administração - Brasil
topic Administradores escolares
Liderança escolar
Escolas públicas - Organização e administração - Brasil
School administrators
School leadership
Public schools - Administration - Brazil
CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO
dc.subject.eng.fl_str_mv School administrators
School leadership
Public schools - Administration - Brazil
dc.subject.cnpq.fl_str_mv CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO
description The present study aims to collaborate with the qualification of public education in Brazil, through the implementation of proposals of analysis that focus on the work and training of school managers. The aim is to improve the performance of these professionals as well as to enhance their respective competencies in the search for the resolution of flaws by adjusting them to the places where they operate. For that, this research identified contexts, methodologies and standards of professional competences in four training courses for school managers; it has analyzed related points by highlighting the cases of the four schools of studied school leaders, it has also raised proposals to inspire projects, courses and curricula that target school leaders. The chosen courses were: the Center for the Development of Educational Leadership (CEDLE) in Chile, the National College for School Leadership in England, the NYC Leadership Academy in New York City in the United States and the Management for Learning course in Brazil. By analyzing the competency standards of the courses, it was possible to elaborate a classification of the priority competences to be developed in the training of beginners or in-service managers, considering the ones that are repeated and intensified in the studies of the schools in comparison to the standards of competence of other places. It was possible to perceive the characteristic of a training focused on the practice of these professionals, as well as the use of methodologies that favor the accompaniment of an experienced mentor for the training of the beginning managers. The importance of considering the contexts of each studied area as a differential factor to understand their pathways was another fundamental point identified for the nonperformance in the error of disregarding this element in the intention of transferring the methodology to our reality
publishDate 2019
dc.date.accessioned.fl_str_mv 2019-09-24T11:18:02Z
dc.date.issued.fl_str_mv 2019-09-11
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
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dc.identifier.citation.fl_str_mv Dalcorso, Claudia Zuppini. Lideranças para a educação escolar: proposições em analise. 2019. 217 f. Tese (Doutorado em Educação: Currículo) - Programa de Estudos Pós-Graduados em Educação: Currículo, Pontifícia Universidade Católica de São Paulo, São Paulo, 2019.
dc.identifier.uri.fl_str_mv https://tede2.pucsp.br/handle/handle/22609
identifier_str_mv Dalcorso, Claudia Zuppini. Lideranças para a educação escolar: proposições em analise. 2019. 217 f. Tese (Doutorado em Educação: Currículo) - Programa de Estudos Pós-Graduados em Educação: Currículo, Pontifícia Universidade Católica de São Paulo, São Paulo, 2019.
url https://tede2.pucsp.br/handle/handle/22609
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dc.publisher.none.fl_str_mv Pontifícia Universidade Católica de São Paulo
dc.publisher.program.fl_str_mv Programa de Estudos Pós-Graduados em Educação: Currículo
dc.publisher.initials.fl_str_mv PUC-SP
dc.publisher.country.fl_str_mv Brasil
dc.publisher.department.fl_str_mv Faculdade de Educação
publisher.none.fl_str_mv Pontifícia Universidade Católica de São Paulo
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