Equipe gestora escolar: as significações que as participantes atribuem à sua atividade na escola - um estudo na perspectiva sócio-histórica

Detalhes bibliográficos
Autor(a) principal: Aranha, Elvira Maria Godinho
Data de Publicação: 2015
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/16176
Resumo: This research focused on three school management teams, each composed by principal, coordinator and vice-principal, from three public schools of Greater São Paulo (two state and one municipal). The general goal of the investigation was to understand the phenomenon of school management from the subjects that experience it. The specific goal of this research was to grasp the meanings the participants (principal, coordinator and vice-principal) attribute to their activity in the school. The participants (three principals, three coordinators and two vice-principals) were selected due to being part of schools that were voluntarily part of projects offered by research groups connected to Pontifícia Universidade Católica de São Paulo (Teaching Activity and Subjectivity and Language and Activities in School Contexts LACE). The information was produced with the eight participants from interviews, reflective meetings and training meetings, according to the specificities of each project and school. Anchored in the Sociohistorical Psychology, this research emphasizes the contributions from Vigotski (1925, 1926, 1927, 1930, 1934), one of its main theoretician, as well as the contributions from: Leontiev (1977; 1978a, b and c; 1983; 2004), Engeström (1987; 1999), Bakhtin (1929, 1979) and Bakhtin/Volochinov (1929-30). It also considered the works of contemporary theoreticians that discuss the subjective dimension of the human constitution process, namely: González Rey (2005a, b; 2007), Mitjáns Martinez (2005), Gonçalves and Beck (2009), Aguiar and Ozella (2006; 2013) and Aguiar, Soares and Machado (2014). It is important to highlight that, in different ways and with different emphases, all these contexts had in the Collaboration Critical Research (Pesquisa Crítica de Colaboração PCCol) (MAGALHÃES, 1998, 2009, 2011, 2012; MAGALHÃES & FIDALGO, 2007; LIBERALI, 2011, 2012) a common aspect, that proved itself relevant to both the construction of new ways of conducting the research and the results themselves. The analysis of the information, following the same conceptual alignment, is based on the theoretical methodological process named Meaning Nuclei (AGUIAR & OZELLA, 2006, 2013), which was of great contribution to the process of data abstraction in order to grasp the historical materiality and dialectics of meanings that the managers attribute to their activity. Taking into account, from the adopted perspective, that the meanings represent the synthesis of the objectivity and subjectivity, the analyses show that the managers speeches are expressions of the social reality, and more specifically in this case, of the education reality of our country, considering, however, that all meanings are dialectically constructed by historical subjects. In this sense, it became evident i) the importance of method and of a constructive interpretative analysis based on the theoretical methodological procedures called Meaning Nuclei in order to grasp the meanings the managers give their activities; ii) the importance of the role of the principal to the possibility of school improvement; iii) the relevance of the managers initial training and continuing education for the attainment of positive results in the learning of students and teachers; iv) the fundamental importance of the State in guaranteeing the human and material resources to the realization of education public policies, regarding salaries and teaching career, already determined by law; v) the contribution of research groups in promoting spaces for discussion and learning in the school; vi) the relevance of research and extension projects based on a collaborative and critical perspective in transforming the meanings the managers attribute to their activity, thus opening up the possibility for transformation in the school through new action taken by those that are responsible for it
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spelling Aguiar, Wanda Maria Junqueira dehttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4244888J0Aranha, Elvira Maria Godinho2016-04-28T20:56:51Z2015-04-282015-03-04Aranha, Elvira Maria Godinho. School management team: senses and meaning that the participants attribute to their activity - a study from the sociohistorical perspective. 2015. 268 f. Tese (Doutorado em Psicologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2015.https://tede2.pucsp.br/handle/handle/16176This research focused on three school management teams, each composed by principal, coordinator and vice-principal, from three public schools of Greater São Paulo (two state and one municipal). The general goal of the investigation was to understand the phenomenon of school management from the subjects that experience it. The specific goal of this research was to grasp the meanings the participants (principal, coordinator and vice-principal) attribute to their activity in the school. The participants (three principals, three coordinators and two vice-principals) were selected due to being part of schools that were voluntarily part of projects offered by research groups connected to Pontifícia Universidade Católica de São Paulo (Teaching Activity and Subjectivity and Language and Activities in School Contexts LACE). The information was produced with the eight participants from interviews, reflective meetings and training meetings, according to the specificities of each project and school. Anchored in the Sociohistorical Psychology, this research emphasizes the contributions from Vigotski (1925, 1926, 1927, 1930, 1934), one of its main theoretician, as well as the contributions from: Leontiev (1977; 1978a, b and c; 1983; 2004), Engeström (1987; 1999), Bakhtin (1929, 1979) and Bakhtin/Volochinov (1929-30). It also considered the works of contemporary theoreticians that discuss the subjective dimension of the human constitution process, namely: González Rey (2005a, b; 2007), Mitjáns Martinez (2005), Gonçalves and Beck (2009), Aguiar and Ozella (2006; 2013) and Aguiar, Soares and Machado (2014). It is important to highlight that, in different ways and with different emphases, all these contexts had in the Collaboration Critical Research (Pesquisa Crítica de Colaboração PCCol) (MAGALHÃES, 1998, 2009, 2011, 2012; MAGALHÃES & FIDALGO, 2007; LIBERALI, 2011, 2012) a common aspect, that proved itself relevant to both the construction of new ways of conducting the research and the results themselves. The analysis of the information, following the same conceptual alignment, is based on the theoretical methodological process named Meaning Nuclei (AGUIAR & OZELLA, 2006, 2013), which was of great contribution to the process of data abstraction in order to grasp the historical materiality and dialectics of meanings that the managers attribute to their activity. Taking into account, from the adopted perspective, that the meanings represent the synthesis of the objectivity and subjectivity, the analyses show that the managers speeches are expressions of the social reality, and more specifically in this case, of the education reality of our country, considering, however, that all meanings are dialectically constructed by historical subjects. In this sense, it became evident i) the importance of method and of a constructive interpretative analysis based on the theoretical methodological procedures called Meaning Nuclei in order to grasp the meanings the managers give their activities; ii) the importance of the role of the principal to the possibility of school improvement; iii) the relevance of the managers initial training and continuing education for the attainment of positive results in the learning of students and teachers; iv) the fundamental importance of the State in guaranteeing the human and material resources to the realization of education public policies, regarding salaries and teaching career, already determined by law; v) the contribution of research groups in promoting spaces for discussion and learning in the school; vi) the relevance of research and extension projects based on a collaborative and critical perspective in transforming the meanings the managers attribute to their activity, thus opening up the possibility for transformation in the school through new action taken by those that are responsible for itEsta pesquisa teve como foco três equipes gestoras escolares, compostas, cada uma delas, de diretor, coordenador e vice-diretor, de três escolas públicas da Grande São Paulo (duas estaduais e uma municipal). O objetivo geral da investigação foi entender o fenômeno da gestão escolar a partir dos sujeitos que a vivenciam. O objetivo específico desta pesquisa foi apreender as significações que as participantes (diretora, coordenadora e vice-diretora) atribuem à sua atividade na escola. As participantes (três diretoras, três coordenadoras e duas vice-diretoras) foram selecionadas pelo fato de pertencerem a escolas que faziam, voluntariamente, parte de projetos oferecidos por grupos de pesquisa ligados à Pontifícia Universidade Católica de São Paulo (Atividade Docente e Subjetividade e Linguagem e Atividades em Contextos Escolares LACE). As informações foram produzidas com as oito participantes, a partir de entrevistas, reuniões reflexivas e encontros de formação, de acordo com as especificidades de cada projeto e escola. Ancorado nos pressupostos teóricos da Psicologia Sócio-Histórica, este trabalho enfatiza as contribuições de Vigotski (1925, 1926, 1927, 1930, 1934), um de seus principais teóricos, bem como as contribuições de: Leontiev (1959; 1977; 1978; 1983; 2004), Engeström (1987; 1999), Bakhtin (1929, 1979) e Bakhtin/Volochinov (1929-30). Considerou, ainda, os trabalhos dos teóricos contemporâneos que discutem a dimensão subjetiva dos processos de constituição humana, a saber: González Rey (2003, 2005a, b; 2007), Mitjáns Martinez (2005), Gonçalves e Bock (2009), Aguiar e Ozella (2006; 2013) e Aguiar, Soares e Machado (2014). É importante destacar que, de formas diferentes e ênfases diversas, todos estes contextos tiveram na Pesquisa Crítica de Colaboração PCCol (MAGALHÃES, 1998b; 2009; 2011; 2012; MAGALHÃES & FIDALGO, 2007; LIBERALI, 2011; 2012) um ponto em comum, e que tal fato se mostrou relevante tanto para construção de novas formas de condução da pesquisa como para seus resultados. Os dados foram produzidos desde 2010, foram vídeo-gravados e transcritos. A análise das informações, seguindo o mesmo alinhamento conceitual, está baseada no procedimento teórico-metodológico denominado Núcleos de Significação (AGUIAR e OZZELA, 2006; 2013), que foi de grande contribuição no processo de abstração dos dados de modo a apreender a materialidade histórica e dialética das significações que as gestoras atribuem à sua atividade. Entendendo, na perspectiva adotada, que as significações representam a síntese da objetividade e subjetividade, as análises mostram que as falas das gestoras são expressão da realidade social, mais especificamente no caso, da realidade educacional do nosso país, considerando, no entanto, que todas as significações são dialeticamente constituídas por sujeitos históricos. Nesta direção, evidenciou-se: i) a importância do método e de uma análise interpretativa construtiva baseada no procedimento teórico-metodológico nomeado Núcleos de significação para a apreensão das significações das gestoras sobre sua atividade; ii) A importância do papel do diretor para a possibilidade do avanço da escola; iii) a relevância e o peso da formação inicial e continuada das gestoras para a efetivação de resultados positivos na aprendizagem de alunos e professores; iv) A importância fundamental do Estado para garantir os recursos materiais e humanos para efetivação das políticas públicas na área educacional, em relação à salário e carreira docente já anunciadas em lei; v) A contribuição de grupos de pesquisa para promover espaços de discussão e aprendizagem na escola; vi) A relevância de projetos de pesquisa e extensão que se pautem numa perspectiva colaborativa e crítica para gerar transformações nas significações das gestoras sobre sua atividade abrindo a possibilidade de transformações na escola por meio de novas ações daqueles que se responsabilizam por elaCoordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/31957/Elvira%20Maria%20Godinho%20Aranha.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: Psicologia da EducaçãoPUC-SPBRPsicologiaPsicologia sócio-históricaSentidos e significadosGestão escolarPesquisa crítica de colaboraçãoNúcleos de significaçãoSociohistorical PsychologySenses and meaningsSchool managementCollaboration critical researchMeaning nucleiCNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONALEquipe gestora escolar: as significações que as participantes atribuem à sua atividade na escola - um estudo na perspectiva sócio-históricaSchool management team: senses and meaning that the participants attribute to their activity - a study from the sociohistorical perspectiveinfo: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_SPTEXTElvira Maria Godinho Aranha.pdf.txtElvira Maria Godinho Aranha.pdf.txtExtracted texttext/plain717975https://repositorio.pucsp.br/xmlui/bitstream/handle/16176/3/Elvira%20Maria%20Godinho%20Aranha.pdf.txta01e6e321b151bbb78d1bb643ca3dfdbMD53ORIGINALElvira Maria Godinho Aranha.pdfapplication/pdf2029356https://repositorio.pucsp.br/xmlui/bitstream/handle/16176/1/Elvira%20Maria%20Godinho%20Aranha.pdfcc2d3afecc02f06337b75be5de43bd0bMD51THUMBNAILElvira Maria Godinho Aranha.pdf.jpgElvira Maria Godinho Aranha.pdf.jpgGenerated Thumbnailimage/jpeg1951https://repositorio.pucsp.br/xmlui/bitstream/handle/16176/2/Elvira%20Maria%20Godinho%20Aranha.pdf.jpg201d24aabc94083efe9be5660c939027MD52handle/161762022-04-27 14:30:11.373oai:repositorio.pucsp.br:handle/16176Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-04-27T17:30:11Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false
dc.title.por.fl_str_mv Equipe gestora escolar: as significações que as participantes atribuem à sua atividade na escola - um estudo na perspectiva sócio-histórica
dc.title.alternative.eng.fl_str_mv School management team: senses and meaning that the participants attribute to their activity - a study from the sociohistorical perspective
title Equipe gestora escolar: as significações que as participantes atribuem à sua atividade na escola - um estudo na perspectiva sócio-histórica
spellingShingle Equipe gestora escolar: as significações que as participantes atribuem à sua atividade na escola - um estudo na perspectiva sócio-histórica
Aranha, Elvira Maria Godinho
Psicologia sócio-histórica
Sentidos e significados
Gestão escolar
Pesquisa crítica de colaboração
Núcleos de significação
Sociohistorical Psychology
Senses and meanings
School management
Collaboration critical research
Meaning nuclei
CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL
title_short Equipe gestora escolar: as significações que as participantes atribuem à sua atividade na escola - um estudo na perspectiva sócio-histórica
title_full Equipe gestora escolar: as significações que as participantes atribuem à sua atividade na escola - um estudo na perspectiva sócio-histórica
title_fullStr Equipe gestora escolar: as significações que as participantes atribuem à sua atividade na escola - um estudo na perspectiva sócio-histórica
title_full_unstemmed Equipe gestora escolar: as significações que as participantes atribuem à sua atividade na escola - um estudo na perspectiva sócio-histórica
title_sort Equipe gestora escolar: as significações que as participantes atribuem à sua atividade na escola - um estudo na perspectiva sócio-histórica
author Aranha, Elvira Maria Godinho
author_facet Aranha, Elvira Maria Godinho
author_role author
dc.contributor.advisor1.fl_str_mv Aguiar, Wanda Maria Junqueira de
dc.contributor.authorLattes.fl_str_mv http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4244888J0
dc.contributor.author.fl_str_mv Aranha, Elvira Maria Godinho
contributor_str_mv Aguiar, Wanda Maria Junqueira de
dc.subject.por.fl_str_mv Psicologia sócio-histórica
Sentidos e significados
Gestão escolar
Pesquisa crítica de colaboração
Núcleos de significação
topic Psicologia sócio-histórica
Sentidos e significados
Gestão escolar
Pesquisa crítica de colaboração
Núcleos de significação
Sociohistorical Psychology
Senses and meanings
School management
Collaboration critical research
Meaning nuclei
CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL
dc.subject.eng.fl_str_mv Sociohistorical Psychology
Senses and meanings
School management
Collaboration critical research
Meaning nuclei
dc.subject.cnpq.fl_str_mv CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL
description This research focused on three school management teams, each composed by principal, coordinator and vice-principal, from three public schools of Greater São Paulo (two state and one municipal). The general goal of the investigation was to understand the phenomenon of school management from the subjects that experience it. The specific goal of this research was to grasp the meanings the participants (principal, coordinator and vice-principal) attribute to their activity in the school. The participants (three principals, three coordinators and two vice-principals) were selected due to being part of schools that were voluntarily part of projects offered by research groups connected to Pontifícia Universidade Católica de São Paulo (Teaching Activity and Subjectivity and Language and Activities in School Contexts LACE). The information was produced with the eight participants from interviews, reflective meetings and training meetings, according to the specificities of each project and school. Anchored in the Sociohistorical Psychology, this research emphasizes the contributions from Vigotski (1925, 1926, 1927, 1930, 1934), one of its main theoretician, as well as the contributions from: Leontiev (1977; 1978a, b and c; 1983; 2004), Engeström (1987; 1999), Bakhtin (1929, 1979) and Bakhtin/Volochinov (1929-30). It also considered the works of contemporary theoreticians that discuss the subjective dimension of the human constitution process, namely: González Rey (2005a, b; 2007), Mitjáns Martinez (2005), Gonçalves and Beck (2009), Aguiar and Ozella (2006; 2013) and Aguiar, Soares and Machado (2014). It is important to highlight that, in different ways and with different emphases, all these contexts had in the Collaboration Critical Research (Pesquisa Crítica de Colaboração PCCol) (MAGALHÃES, 1998, 2009, 2011, 2012; MAGALHÃES & FIDALGO, 2007; LIBERALI, 2011, 2012) a common aspect, that proved itself relevant to both the construction of new ways of conducting the research and the results themselves. The analysis of the information, following the same conceptual alignment, is based on the theoretical methodological process named Meaning Nuclei (AGUIAR & OZELLA, 2006, 2013), which was of great contribution to the process of data abstraction in order to grasp the historical materiality and dialectics of meanings that the managers attribute to their activity. Taking into account, from the adopted perspective, that the meanings represent the synthesis of the objectivity and subjectivity, the analyses show that the managers speeches are expressions of the social reality, and more specifically in this case, of the education reality of our country, considering, however, that all meanings are dialectically constructed by historical subjects. In this sense, it became evident i) the importance of method and of a constructive interpretative analysis based on the theoretical methodological procedures called Meaning Nuclei in order to grasp the meanings the managers give their activities; ii) the importance of the role of the principal to the possibility of school improvement; iii) the relevance of the managers initial training and continuing education for the attainment of positive results in the learning of students and teachers; iv) the fundamental importance of the State in guaranteeing the human and material resources to the realization of education public policies, regarding salaries and teaching career, already determined by law; v) the contribution of research groups in promoting spaces for discussion and learning in the school; vi) the relevance of research and extension projects based on a collaborative and critical perspective in transforming the meanings the managers attribute to their activity, thus opening up the possibility for transformation in the school through new action taken by those that are responsible for it
publishDate 2015
dc.date.available.fl_str_mv 2015-04-28
dc.date.issued.fl_str_mv 2015-03-04
dc.date.accessioned.fl_str_mv 2016-04-28T20:56:51Z
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dc.identifier.citation.fl_str_mv Aranha, Elvira Maria Godinho. School management team: senses and meaning that the participants attribute to their activity - a study from the sociohistorical perspective. 2015. 268 f. Tese (Doutorado em Psicologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2015.
dc.identifier.uri.fl_str_mv https://tede2.pucsp.br/handle/handle/16176
identifier_str_mv Aranha, Elvira Maria Godinho. School management team: senses and meaning that the participants attribute to their activity - a study from the sociohistorical perspective. 2015. 268 f. Tese (Doutorado em Psicologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2015.
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