Escola de Gestores, o curso de especialização em gestão escola no estado de Alagoas: Fala Gestor!
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da Universidade Federal de Alagoas (UFAL) |
Texto Completo: | http://www.repositorio.ufal.br/handle/riufal/3326 |
Resumo: | This thesis is based on the study on the Specialization Course in School Management of the National School Program of Public Basic Education Managers (PNEGEBP), in the state of Alagoas. The general objective was to reveal to what extent this course has contributed or not to the strengthening of democratic management in the Alagoas public school during the period from 2007 to 2016, when the course offered three editions by the Federal University of Alagoas (UFAL ), starting from the premise that the formation causes superficial changes in the school management and contributes to a timid improvement in the management processes of the public school. To do so, a qualitative approach was adopted, based on interviews and questionnaires with the coordinating teachers of the course and with the managers of the public schools who were students. In the absence of specialized managers of the specialization, were consulted school coordinators who are part of the management team of the teaching unit in focus. The analyzes of interviews, questionnaires, documents, census and service data were made possible by content analysis and statistical surveys. In order to justify the research, a brief presentation was presented of surveys conducted by the country from the beginning of PNEGEBP, based on data from the Bank of Thesis / Summaries of the Coordination for the Improvement of Higher Education Personnel (Capes) and publications of the National Association of Education Policy and Administration (ANPAE). The theoretical framework is based mainly on the following authors: Oliveira (2009); Oliveira and Rosar (2010); Krawczyk and Wanderley (2003); Krawczyk and Vieira (2008); Krawczyk, Campos and Haddad (2000); Paro (2012); Ferreira (2011); Ferreira and Aguiar (2011); Libano (2004); Cervi (2013); Tardif and Lessard (2005); Calderano and Lopes (2006); Bruno, Calderano and Teixeira (2010); Geraldi, Fiorentine and Pereira (1998); Serbino et al. (1998); Scholze, Almeida and Almeida (2007); Colares, Estrela and Pacífico (2009); Schwartz, Araújo and Rodrigues (2010) and Teixeira (2011). The concepts of "democratic management", "training of school administrators", "participation and autonomy" constituted categories of analysis, drawn from the corpus itself. Throughout the analysis, it was possible to identify significant contradictions in relation to the Specialization Course in School Management, among which the following stand out: convergences and divergences, referring to the educational reforms and the policies directed to the public school management in Alagoas, as well as lack of quantitative / qualitative data on the demand and performance of the trainees. Even so, the course presented positive aspects, among which the organization of an integrated training process between the universities and local education bodies, capable of attending to the real demands of the students; as negative aspects, regarding future prospects, insecurity about the continuity of the Program, as it is a government initiative, is not associated with the management policy of public schools, mainly in the state of Alagoas, where a management format predominates by indication, which is configured, in the current neoliberal context, as a challenge for the formation of school managers. In addition, this thesis presents possible actions that may aid in this construction and indications for future research. |
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Escola de Gestores, o curso de especialização em gestão escola no estado de Alagoas: Fala Gestor!School of Managers, the specialization course in management school in the state of Alagoas: speak manager!Formação de gestoresEscola públicaParticipaçãoGestão democráticaPrograma Nacional Escola de Gestores da Educação BásicaTraining of managersPublic schoolParticipationDemocratic managementNational Program School of BasicEducation ManagersCNPQ::CIENCIAS HUMANAS::EDUCACAOThis thesis is based on the study on the Specialization Course in School Management of the National School Program of Public Basic Education Managers (PNEGEBP), in the state of Alagoas. The general objective was to reveal to what extent this course has contributed or not to the strengthening of democratic management in the Alagoas public school during the period from 2007 to 2016, when the course offered three editions by the Federal University of Alagoas (UFAL ), starting from the premise that the formation causes superficial changes in the school management and contributes to a timid improvement in the management processes of the public school. To do so, a qualitative approach was adopted, based on interviews and questionnaires with the coordinating teachers of the course and with the managers of the public schools who were students. In the absence of specialized managers of the specialization, were consulted school coordinators who are part of the management team of the teaching unit in focus. The analyzes of interviews, questionnaires, documents, census and service data were made possible by content analysis and statistical surveys. In order to justify the research, a brief presentation was presented of surveys conducted by the country from the beginning of PNEGEBP, based on data from the Bank of Thesis / Summaries of the Coordination for the Improvement of Higher Education Personnel (Capes) and publications of the National Association of Education Policy and Administration (ANPAE). The theoretical framework is based mainly on the following authors: Oliveira (2009); Oliveira and Rosar (2010); Krawczyk and Wanderley (2003); Krawczyk and Vieira (2008); Krawczyk, Campos and Haddad (2000); Paro (2012); Ferreira (2011); Ferreira and Aguiar (2011); Libano (2004); Cervi (2013); Tardif and Lessard (2005); Calderano and Lopes (2006); Bruno, Calderano and Teixeira (2010); Geraldi, Fiorentine and Pereira (1998); Serbino et al. (1998); Scholze, Almeida and Almeida (2007); Colares, Estrela and Pacífico (2009); Schwartz, Araújo and Rodrigues (2010) and Teixeira (2011). The concepts of "democratic management", "training of school administrators", "participation and autonomy" constituted categories of analysis, drawn from the corpus itself. Throughout the analysis, it was possible to identify significant contradictions in relation to the Specialization Course in School Management, among which the following stand out: convergences and divergences, referring to the educational reforms and the policies directed to the public school management in Alagoas, as well as lack of quantitative / qualitative data on the demand and performance of the trainees. Even so, the course presented positive aspects, among which the organization of an integrated training process between the universities and local education bodies, capable of attending to the real demands of the students; as negative aspects, regarding future prospects, insecurity about the continuity of the Program, as it is a government initiative, is not associated with the management policy of public schools, mainly in the state of Alagoas, where a management format predominates by indication, which is configured, in the current neoliberal context, as a challenge for the formation of school managers. In addition, this thesis presents possible actions that may aid in this construction and indications for future research.FAPEAL - Fundação de Amparo a Pesquisa de AlagoasA presente tese constitui-se do estudo sobre o Curso de Especialização em Gestão Escolar, do Programa Nacional Escola de Gestores da Educação Básica Pública (PNEGEBP), no estado de Alagoas. O objetivo da pesquisa foi avaliar os efeitos e resultados para a formação em gestão escolar, identificando as contribuições e mudanças decorrentes do curso nas políticas de gestão escolar do Estado, assim como as principais características; além de analisar em que medida o referencial teórico mostra-se relevante à compreensão de práticas democráticas capazes de fortalecer a participação e autonomia no cotidiano escolar. Partiu da premissa de que a formação provocou mudanças superficiais na gestão escolar e contribuiu para uma tímida melhoria nos processos de gestão da escola pública. Nessa perspectiva, a questão problematizadora foi a de que, mesmo com a institucionalização do curso, ainda não há uma relação orgânica entre as atividades desenvolvidas ao longo da formação e as práticas de gestão vivenciadas pelas escolas públicas das redes estadual e municipal de Alagoas. Metodologicamente, foi adotada uma abordagem qualitativa, a partir da realização de entrevistas e aplicação de questionários com professores coordenadores do curso e gestores das escolas públicas que foram cursistas. Na ausência de gestores cursistas, foram consultados coordenadores escolares que fazem parte da equipe gestora da unidade de ensino em foco. As análises das entrevistas, dos questionários, documentos, dados censitários e de atendimentoefetivaram-se pela análise de conteúdo e por levantamentos estatísticos. Também, foi delineada uma breve apresentação de pesquisas encaminhadas pelo país desde o início do PNEGEBP,a partir de dados do Banco de Teses/Resumos da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (Capes) e das publicações da Associação Nacional de Política e Administração da Educação (ANPAE). O referencial teórico tem embasamento, principalmente, nos seguintes autores: Oliveira (2009); Oliveira e Rosar (2010); Krawczyk e Wanderley (2003); Krawczyk e Vieira (2008); Krawczyk, Campos e Haddad (2000); Paro (2012); Ferreira (2011); Ferreira e Aguiar (2011); Libâneo (2004); Cervi (2013); Tardif e Lessard (2005); Calderano e Lopes (2006); Bruno, Calderano e Teixeira (2010); Geraldi, Fiorentine e Pereira (1998); Serbino et al. (1998); Scholze, Almeida e Almeida (2007); Colares, Estrela e Pacífico (2009); Schwartz, Araújo e Rodrigues (2010); e, Teixeira (2011). Os conceitos de “gestão democrática”, “formação de gestores escolares”, “participação e autonomia” constituíram-se em categorias de análise, depreendidas do próprio corpus. Ao longo da análise, foi possível identificar significativas contradições, entre as quais destacam-se: convergências e divergências,quanto às reformas educacionais e políticas direcionadas à gestão da escola pública em Alagoas, bem como a ausência de dados quanti-qualitativos sobre a demanda e o desempenho dos cursistas. Apresentou aspectos positivos, dentre os quais se destaca a organização de um processo formativo integrado entre as universidades e os órgãos locais de educação capaz de atender às demandas reais dos cursistas; como aspectos negativos, paira a insegurança quanto à descontinuidade das políticas e programas educacionais,e constata-se a ausência de mecanismos que garantam o fortalecimento da gestão democrática.Somado a isso, esta tese também apresenta possíveis ações que podem auxiliar na construção e indicações para futuras pesquisas.Universidade Federal de AlagoasBrasilPrograma de Pós-Graduação em EducaçãoUFALPrado, Edna Cristina dohttp://lattes.cnpq.br/8158728896858544Luis, Suzana Maria Barrioshttp://lattes.cnpq.br/1316564059387352Costa, Cleide Jane de Sá Araújohttp://lattes.cnpq.br/7090267221490696Cavalcante, Margarete Pereirahttp://lattes.cnpq.br/0362345375373708Colares, Maria Lilia Imbiriba Sousahttp://lattes.cnpq.br/9671465461954562Silva, Sandra Regina Paz dahttp://lattes.cnpq.br/8370670998648144Brito, Maria Betânia Gomes da Silva2018-09-21T14:22:36Z2018-09-21T14:22:36Z2017-10-27info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisapplication/pdfBRITO, Maria Betânia Gomes da Silva. Escola de Gestores, o curso de especialização em gestão escola no estado de Alagoas: Fala Gestor! 2017. 252 f. Tese (Doutorado em Educação) - Centro de Educação, Programa de Pós Graduação em Educação, Universidade Federal de Alagoas, Maceió, 2017.http://www.repositorio.ufal.br/handle/riufal/3326porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da Universidade Federal de Alagoas (UFAL)instname:Universidade Federal de Alagoas (UFAL)instacron:UFAL2019-06-26T20:06:13Zoai:www.repositorio.ufal.br:riufal/3326Repositório InstitucionalPUBhttp://www.repositorio.ufal.br/oai/requestri@sibi.ufal.bropendoar:2019-06-26T20:06:13Repositório Institucional da Universidade Federal de Alagoas (UFAL) - Universidade Federal de Alagoas (UFAL)false |
dc.title.none.fl_str_mv |
Escola de Gestores, o curso de especialização em gestão escola no estado de Alagoas: Fala Gestor! School of Managers, the specialization course in management school in the state of Alagoas: speak manager! |
title |
Escola de Gestores, o curso de especialização em gestão escola no estado de Alagoas: Fala Gestor! |
spellingShingle |
Escola de Gestores, o curso de especialização em gestão escola no estado de Alagoas: Fala Gestor! Brito, Maria Betânia Gomes da Silva Formação de gestores Escola pública Participação Gestão democrática Programa Nacional Escola de Gestores da Educação Básica Training of managers Public school Participation Democratic management National Program School of Basic Education Managers CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Escola de Gestores, o curso de especialização em gestão escola no estado de Alagoas: Fala Gestor! |
title_full |
Escola de Gestores, o curso de especialização em gestão escola no estado de Alagoas: Fala Gestor! |
title_fullStr |
Escola de Gestores, o curso de especialização em gestão escola no estado de Alagoas: Fala Gestor! |
title_full_unstemmed |
Escola de Gestores, o curso de especialização em gestão escola no estado de Alagoas: Fala Gestor! |
title_sort |
Escola de Gestores, o curso de especialização em gestão escola no estado de Alagoas: Fala Gestor! |
author |
Brito, Maria Betânia Gomes da Silva |
author_facet |
Brito, Maria Betânia Gomes da Silva |
author_role |
author |
dc.contributor.none.fl_str_mv |
Prado, Edna Cristina do http://lattes.cnpq.br/8158728896858544 Luis, Suzana Maria Barrios http://lattes.cnpq.br/1316564059387352 Costa, Cleide Jane de Sá Araújo http://lattes.cnpq.br/7090267221490696 Cavalcante, Margarete Pereira http://lattes.cnpq.br/0362345375373708 Colares, Maria Lilia Imbiriba Sousa http://lattes.cnpq.br/9671465461954562 Silva, Sandra Regina Paz da http://lattes.cnpq.br/8370670998648144 |
dc.contributor.author.fl_str_mv |
Brito, Maria Betânia Gomes da Silva |
dc.subject.por.fl_str_mv |
Formação de gestores Escola pública Participação Gestão democrática Programa Nacional Escola de Gestores da Educação Básica Training of managers Public school Participation Democratic management National Program School of Basic Education Managers CNPQ::CIENCIAS HUMANAS::EDUCACAO |
topic |
Formação de gestores Escola pública Participação Gestão democrática Programa Nacional Escola de Gestores da Educação Básica Training of managers Public school Participation Democratic management National Program School of Basic Education Managers CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This thesis is based on the study on the Specialization Course in School Management of the National School Program of Public Basic Education Managers (PNEGEBP), in the state of Alagoas. The general objective was to reveal to what extent this course has contributed or not to the strengthening of democratic management in the Alagoas public school during the period from 2007 to 2016, when the course offered three editions by the Federal University of Alagoas (UFAL ), starting from the premise that the formation causes superficial changes in the school management and contributes to a timid improvement in the management processes of the public school. To do so, a qualitative approach was adopted, based on interviews and questionnaires with the coordinating teachers of the course and with the managers of the public schools who were students. In the absence of specialized managers of the specialization, were consulted school coordinators who are part of the management team of the teaching unit in focus. The analyzes of interviews, questionnaires, documents, census and service data were made possible by content analysis and statistical surveys. In order to justify the research, a brief presentation was presented of surveys conducted by the country from the beginning of PNEGEBP, based on data from the Bank of Thesis / Summaries of the Coordination for the Improvement of Higher Education Personnel (Capes) and publications of the National Association of Education Policy and Administration (ANPAE). The theoretical framework is based mainly on the following authors: Oliveira (2009); Oliveira and Rosar (2010); Krawczyk and Wanderley (2003); Krawczyk and Vieira (2008); Krawczyk, Campos and Haddad (2000); Paro (2012); Ferreira (2011); Ferreira and Aguiar (2011); Libano (2004); Cervi (2013); Tardif and Lessard (2005); Calderano and Lopes (2006); Bruno, Calderano and Teixeira (2010); Geraldi, Fiorentine and Pereira (1998); Serbino et al. (1998); Scholze, Almeida and Almeida (2007); Colares, Estrela and Pacífico (2009); Schwartz, Araújo and Rodrigues (2010) and Teixeira (2011). The concepts of "democratic management", "training of school administrators", "participation and autonomy" constituted categories of analysis, drawn from the corpus itself. Throughout the analysis, it was possible to identify significant contradictions in relation to the Specialization Course in School Management, among which the following stand out: convergences and divergences, referring to the educational reforms and the policies directed to the public school management in Alagoas, as well as lack of quantitative / qualitative data on the demand and performance of the trainees. Even so, the course presented positive aspects, among which the organization of an integrated training process between the universities and local education bodies, capable of attending to the real demands of the students; as negative aspects, regarding future prospects, insecurity about the continuity of the Program, as it is a government initiative, is not associated with the management policy of public schools, mainly in the state of Alagoas, where a management format predominates by indication, which is configured, in the current neoliberal context, as a challenge for the formation of school managers. In addition, this thesis presents possible actions that may aid in this construction and indications for future research. |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017-10-27 2018-09-21T14:22:36Z 2018-09-21T14:22:36Z |
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.uri.fl_str_mv |
BRITO, Maria Betânia Gomes da Silva. Escola de Gestores, o curso de especialização em gestão escola no estado de Alagoas: Fala Gestor! 2017. 252 f. Tese (Doutorado em Educação) - Centro de Educação, Programa de Pós Graduação em Educação, Universidade Federal de Alagoas, Maceió, 2017. http://www.repositorio.ufal.br/handle/riufal/3326 |
identifier_str_mv |
BRITO, Maria Betânia Gomes da Silva. Escola de Gestores, o curso de especialização em gestão escola no estado de Alagoas: Fala Gestor! 2017. 252 f. Tese (Doutorado em Educação) - Centro de Educação, Programa de Pós Graduação em Educação, Universidade Federal de Alagoas, Maceió, 2017. |
url |
http://www.repositorio.ufal.br/handle/riufal/3326 |
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por |
language |
por |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Alagoas Brasil Programa de Pós-Graduação em Educação UFAL |
publisher.none.fl_str_mv |
Universidade Federal de Alagoas Brasil Programa de Pós-Graduação em Educação UFAL |
dc.source.none.fl_str_mv |
reponame:Repositório Institucional da Universidade Federal de Alagoas (UFAL) instname:Universidade Federal de Alagoas (UFAL) instacron:UFAL |
instname_str |
Universidade Federal de Alagoas (UFAL) |
instacron_str |
UFAL |
institution |
UFAL |
reponame_str |
Repositório Institucional da Universidade Federal de Alagoas (UFAL) |
collection |
Repositório Institucional da Universidade Federal de Alagoas (UFAL) |
repository.name.fl_str_mv |
Repositório Institucional da Universidade Federal de Alagoas (UFAL) - Universidade Federal de Alagoas (UFAL) |
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ri@sibi.ufal.br |
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1748233749834760192 |