CONCEPTIONS OF DEMOCRATIC SCHOOL MANAGEMENT: PHENOMENOGRAPHIC STUDY WITH DIRECTORS OF PUBLIC SCHOOLS

Detalhes bibliográficos
Autor(a) principal: Amaro, Rubens de Araújo Amaro
Data de Publicação: 2022
Outros Autores: Schunk, Luciana, d'Angelo, Márcia
Tipo de documento: preprint
Idioma: por
Título da fonte: SciELO Preprints
Texto Completo: https://preprints.scielo.org/index.php/scielo/preprint/view/5105
Resumo: Given the scarcity of empirical studies on democratic school management in Brazil, the objective of this research is to analyze, in the light of phenomenography, the different conceptions of democratic school management and their implications for the management practices of public school principals. Data production took place through in-depth individual interviews with 19 principals of municipal elementary schools. Data were analyzed using a phenomenographic protocol established in the literature. Three different conceptions of democratic school management were identified: (1) as role fulfillment; (2) as input for decision making; (3) as meeting the needs of the community. The main contribution of this research is to show how these conceptions induce school principals to different democratic management practices. Another contribution is to offer an alternative interpretation to the role of street-level bureaucrats and other actors who modify a public policy when implementing it. The findings also show that the promotion of participation, through dialogue, fosters organizational authorship. Finally, phenomenography is presented as a promising research method for the field of school management.
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spelling CONCEPTIONS OF DEMOCRATIC SCHOOL MANAGEMENT: PHENOMENOGRAPHIC STUDY WITH DIRECTORS OF PUBLIC SCHOOLSCONCEPCIONES DE GESTIÓN ESCOLAR DEMOCRÁTICA: ESTUDIO FENOMENOGRÁFICO CON DIRECTORES DE ESCUELAS PÚBLICASCONCEPÇÕES DE GESTÃO ESCOLAR DEMOCRÁTICA: ESTUDO FENOMENOGRÁFICO COM DIRETORES DE ESCOLAS PÚBLICASgestão escolar democráticaescola públicadiretores de escolaparticipaçãofenomenografiademocratic school managementpublic schoolschool principalsparticipationphenomenographygestión escolar democráticaescuela públicadirectores de escuelaparticipaciónfenomenografíaGiven the scarcity of empirical studies on democratic school management in Brazil, the objective of this research is to analyze, in the light of phenomenography, the different conceptions of democratic school management and their implications for the management practices of public school principals. Data production took place through in-depth individual interviews with 19 principals of municipal elementary schools. Data were analyzed using a phenomenographic protocol established in the literature. Three different conceptions of democratic school management were identified: (1) as role fulfillment; (2) as input for decision making; (3) as meeting the needs of the community. The main contribution of this research is to show how these conceptions induce school principals to different democratic management practices. Another contribution is to offer an alternative interpretation to the role of street-level bureaucrats and other actors who modify a public policy when implementing it. The findings also show that the promotion of participation, through dialogue, fosters organizational authorship. Finally, phenomenography is presented as a promising research method for the field of school management.Dada la escasez de estudios empíricos sobre gestión escolar democrática en el país, el objetivo de esta investigación es analizar, a la luz de la fenomenografía, las diferentes concepciones de gestión escolar democrática y sus implicaciones para las prácticas de gestión de los directores de escuelas públicas. La producción de datos se realizó a través de entrevistas individuales en profundidad con 19 directores de escuelas primarias municipales. Los datos fueron analizados utilizando un protocolo fenomenográfico establecido en la literatura. Se identificaron tres concepciones diferentes de gestión escolar democrática: (1) como cumplimiento de roles; (2) como insumo para la toma de decisiones; (3) como satisfacción de las necesidades de la comunidad. La principal contribución de esta investigación es mostrar cómo estas concepciones inducen a los directores de escuela a diferentes prácticas de gestión democrática. Otro aporte es ofrecer una interpretación alternativa al rol de los burócratas de calle y otros actores que modifican una política pública al momento de implementarla. Los hallazgos también muestran que la promoción de la participación, a través del diálogo, fomenta la autoría organizacional. Finalmente, la fenomenografía se presenta como un método de investigación promisorio para el campo de la gestión escolar.Diante da escassez de estudos empíricos sobre gestão escolar democrática no país, o objetivo dessa pesquisa é analisar, à luz da fenomenografia, as diferentes concepções de gestão escolar democrática e suas implicações nas práticas de gestão dos diretores de escolas públicas. A produção de dados se deu por meio de entrevistas individuais em profundidade com 19 diretores de escolas municipais de ensino fundamental. Os dados foram analisados a partir de protocolo fenomenográfico consagrado na literatura. Foram identificadas três diferentes concepções de gestão escolar democrática: (1) como cumprimento de papéis; (2) como insumo para a tomada de decisão; (3) como atendimento das necessidades da comunidade. A principal contribuição desta pesquisa é mostrar como essas concepções induzem os diretores escolares a diferentes práticas de gestão democrática. Outra contribuição é oferecer uma interpretação alternativa à atuação dos burocratas de nível de rua e outros atores que modificam uma política pública ao implementá-la. Os achados também mostram que a promoção da participação, por meio do diálogo, fomenta a autoria organizacional. Finalmente, apresenta-se a fenomenografia como método de investigação promissor para o campo da gestão escolar.SciELO PreprintsSciELO PreprintsSciELO Preprints2022-11-18info:eu-repo/semantics/preprintinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://preprints.scielo.org/index.php/scielo/preprint/view/510510.1590/SciELOPreprints.5105porhttps://preprints.scielo.org/index.php/scielo/article/view/5105/9911Copyright (c) 2022 Rubens de Araújo Amaro Amaro, Luciana Schunk, Márcia d'Angelohttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessAmaro, Rubens de Araújo AmaroSchunk, Lucianad'Angelo, Márciareponame:SciELO Preprintsinstname:SciELOinstacron:SCI2022-11-17T21:54:35Zoai:ops.preprints.scielo.org:preprint/5105Servidor de preprintshttps://preprints.scielo.org/index.php/scieloONGhttps://preprints.scielo.org/index.php/scielo/oaiscielo.submission@scielo.orgopendoar:2022-11-17T21:54:35SciELO Preprints - SciELOfalse
dc.title.none.fl_str_mv CONCEPTIONS OF DEMOCRATIC SCHOOL MANAGEMENT: PHENOMENOGRAPHIC STUDY WITH DIRECTORS OF PUBLIC SCHOOLS
CONCEPCIONES DE GESTIÓN ESCOLAR DEMOCRÁTICA: ESTUDIO FENOMENOGRÁFICO CON DIRECTORES DE ESCUELAS PÚBLICAS
CONCEPÇÕES DE GESTÃO ESCOLAR DEMOCRÁTICA: ESTUDO FENOMENOGRÁFICO COM DIRETORES DE ESCOLAS PÚBLICAS
title CONCEPTIONS OF DEMOCRATIC SCHOOL MANAGEMENT: PHENOMENOGRAPHIC STUDY WITH DIRECTORS OF PUBLIC SCHOOLS
spellingShingle CONCEPTIONS OF DEMOCRATIC SCHOOL MANAGEMENT: PHENOMENOGRAPHIC STUDY WITH DIRECTORS OF PUBLIC SCHOOLS
Amaro, Rubens de Araújo Amaro
gestão escolar democrática
escola pública
diretores de escola
participação
fenomenografia
democratic school management
public school
school principals
participation
phenomenography
gestión escolar democrática
escuela pública
directores de escuela
participación
fenomenografía
title_short CONCEPTIONS OF DEMOCRATIC SCHOOL MANAGEMENT: PHENOMENOGRAPHIC STUDY WITH DIRECTORS OF PUBLIC SCHOOLS
title_full CONCEPTIONS OF DEMOCRATIC SCHOOL MANAGEMENT: PHENOMENOGRAPHIC STUDY WITH DIRECTORS OF PUBLIC SCHOOLS
title_fullStr CONCEPTIONS OF DEMOCRATIC SCHOOL MANAGEMENT: PHENOMENOGRAPHIC STUDY WITH DIRECTORS OF PUBLIC SCHOOLS
title_full_unstemmed CONCEPTIONS OF DEMOCRATIC SCHOOL MANAGEMENT: PHENOMENOGRAPHIC STUDY WITH DIRECTORS OF PUBLIC SCHOOLS
title_sort CONCEPTIONS OF DEMOCRATIC SCHOOL MANAGEMENT: PHENOMENOGRAPHIC STUDY WITH DIRECTORS OF PUBLIC SCHOOLS
author Amaro, Rubens de Araújo Amaro
author_facet Amaro, Rubens de Araújo Amaro
Schunk, Luciana
d'Angelo, Márcia
author_role author
author2 Schunk, Luciana
d'Angelo, Márcia
author2_role author
author
dc.contributor.author.fl_str_mv Amaro, Rubens de Araújo Amaro
Schunk, Luciana
d'Angelo, Márcia
dc.subject.por.fl_str_mv gestão escolar democrática
escola pública
diretores de escola
participação
fenomenografia
democratic school management
public school
school principals
participation
phenomenography
gestión escolar democrática
escuela pública
directores de escuela
participación
fenomenografía
topic gestão escolar democrática
escola pública
diretores de escola
participação
fenomenografia
democratic school management
public school
school principals
participation
phenomenography
gestión escolar democrática
escuela pública
directores de escuela
participación
fenomenografía
description Given the scarcity of empirical studies on democratic school management in Brazil, the objective of this research is to analyze, in the light of phenomenography, the different conceptions of democratic school management and their implications for the management practices of public school principals. Data production took place through in-depth individual interviews with 19 principals of municipal elementary schools. Data were analyzed using a phenomenographic protocol established in the literature. Three different conceptions of democratic school management were identified: (1) as role fulfillment; (2) as input for decision making; (3) as meeting the needs of the community. The main contribution of this research is to show how these conceptions induce school principals to different democratic management practices. Another contribution is to offer an alternative interpretation to the role of street-level bureaucrats and other actors who modify a public policy when implementing it. The findings also show that the promotion of participation, through dialogue, fosters organizational authorship. Finally, phenomenography is presented as a promising research method for the field of school management.
publishDate 2022
dc.date.none.fl_str_mv 2022-11-18
dc.type.driver.fl_str_mv info:eu-repo/semantics/preprint
info:eu-repo/semantics/publishedVersion
format preprint
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://preprints.scielo.org/index.php/scielo/preprint/view/5105
10.1590/SciELOPreprints.5105
url https://preprints.scielo.org/index.php/scielo/preprint/view/5105
identifier_str_mv 10.1590/SciELOPreprints.5105
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://preprints.scielo.org/index.php/scielo/article/view/5105/9911
dc.rights.driver.fl_str_mv Copyright (c) 2022 Rubens de Araújo Amaro Amaro, Luciana Schunk, Márcia d'Angelo
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Rubens de Araújo Amaro Amaro, Luciana Schunk, Márcia d'Angelo
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv SciELO Preprints
SciELO Preprints
SciELO Preprints
publisher.none.fl_str_mv SciELO Preprints
SciELO Preprints
SciELO Preprints
dc.source.none.fl_str_mv reponame:SciELO Preprints
instname:SciELO
instacron:SCI
instname_str SciELO
instacron_str SCI
institution SCI
reponame_str SciELO Preprints
collection SciELO Preprints
repository.name.fl_str_mv SciELO Preprints - SciELO
repository.mail.fl_str_mv scielo.submission@scielo.org
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