A constituição da escola aprendente: um estudo organizacional a partir das relações entre gestão escolar e gestão do conhecimento

• Autor(a) principal: Campos, Claudia Gomes Coelho
• Data de Publicação: 2016
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFPB
• Texto Completo: https://repositorio.ufpb.br/jspui/handle/tede/8761
• topic: Sociedade do Conhecimento; Gestão Escolar; Gestão do Conhecimento; Escola Aprendente; Knowledge Society; School Management; Knowledge Management; School Learning; CIENCIAS HUMANAS::EDUCACAO

In a scene marked by intense and accelerated transformations, in which the name "Knowledge Society" appears to account for an environment in which technological advances and globalization eliminate distances and extend the illimitable spaces to obtain information, to formal education urges rethink their role and performance, seeking to meet the dictates of this new reality. In this context, knowledge is raised to the peak of relevance, and its core management for individual and organizational development, and the school as an institution that teaches need to focus on learning and also become an institution that learns. In this sense, the role of school management when guided by knowledge of effective learning and fuels management practices at the individual and collective spheres contributes extensively to the development of the school and the subjects they include. However, this research aimed to analyze the actions of school management, with emphasis on knowledge management practices with a view to propose guidelines for the establishment and consolidation of learners schools. As for the methodological criteria, it is characterized as a case study of exploratory and descriptive type, leaning on a qualitative approach. We conducted document analysis and semi-structured interviews with the management team, teachers, staff and school board members of the research institution. The treatment of the data collected was given by analyzing the technical content of Bardin (2012). It is theoretically the concepts of knowledge management, school management and school learner, from the perspective of several authors from the literature. Adopt the "Knowledge spiral" (NONAKA AND TAKEUCHI, 2008), as a model of knowledge management, applying it to school management practices, based on parameters construction, sharing, registration, publicity, development and application of knowledge in school practices, relating them to the knowledge conversion modes: socialization, externalization, combination and internalization of knowledge. The results show that knowledge management actions are present and common in the case studied, however, are not theoretically grounded, though some of these actions already integrate the institutional agenda. This research led to the development of guidelines suggested in order to contribute to formation and consolidation learners and schools.