Collaboration between school directors and teachers with a focus on discent learning
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista de Gestão e Avaliação Educacional |
Texto Completo: | http://periodicos.ufsm.br/regae/article/view/e61846 |
Resumo: | Through this text, a research result is presented, aiming to understand the role of the school principal despite demands that go beyond the bureaucratic-administrative scope of management and that raise collaborative relationships with teachers regarding the work developed in the classroom. With a qualitative approach, of the case study type, the research used questionnaires applied with principals and teachers linked to the Municipal Education Department of Horizonte/CE. The data were submitted to content analysis and three categories emerged the following: 1) collaborative practices with a focus on school learning, which elucidated the lack of companionship between the management and faculty; 2) teachers' accountability for student performance; 3) different meanings attributed to the students' learning diagnoses. It was concluded that the teachers are considered the main ones responsible for the students' performance and that the collaboration of the management in the classroom is sporadic, since the directors prioritize the bureaucratic activities with verticalized actions that use the evaluation as a mechanism of control and teacher responsibility.Key-words: school director, learning, authoritarianism. |
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Collaboration between school directors and teachers with a focus on discent learningColaboração entre direção escolar e professores com foco na aprendizagem discenteDiretor escolar. Aprendizagem. Autoritarismo.Through this text, a research result is presented, aiming to understand the role of the school principal despite demands that go beyond the bureaucratic-administrative scope of management and that raise collaborative relationships with teachers regarding the work developed in the classroom. With a qualitative approach, of the case study type, the research used questionnaires applied with principals and teachers linked to the Municipal Education Department of Horizonte/CE. The data were submitted to content analysis and three categories emerged the following: 1) collaborative practices with a focus on school learning, which elucidated the lack of companionship between the management and faculty; 2) teachers' accountability for student performance; 3) different meanings attributed to the students' learning diagnoses. It was concluded that the teachers are considered the main ones responsible for the students' performance and that the collaboration of the management in the classroom is sporadic, since the directors prioritize the bureaucratic activities with verticalized actions that use the evaluation as a mechanism of control and teacher responsibility.Key-words: school director, learning, authoritarianism.Por meio deste texto apresenta-se resultado de pesquisa pela qual objetivou-se compreender o papel do diretor escolar frente às demandas que ultrapassam o âmbito burocrático-administrativo da gestão e que suscitam relações colaborativas com os professores no tocante ao trabalho desenvolvido em sala de aula. Com abordagem qualitativa, do tipo estudo de caso, a pesquisa utilizou questionários aplicados com diretores e professores vinculados à Secretaria Municipal de Educação de Horizonte/CE. Os dados foram submetidos à análise de conteúdo e emergiram três categorias: 1) práticas colaborativas com foco na aprendizagem escolar, que elucidou a ausência de companheirismo entre a direção e o corpo docente; 2) responsabilização dos professores pelo rendimento dos alunos; 3) diferentes sentidos atribuídos aos diagnósticos das aprendizagens dos alunos. Concluiu-se que os professores são considerados os principais encarregados pelo rendimento dos alunos e que a colaboração da gestão em sala de aula é esporádica, pois os diretores priorizam as atividades burocráticas com ações verticalizadas que utilizam a avaliação como mecanismo de controle e responsabilização docente.Palavras-chave: diretor escolar, aprendizagem, autoritarismo.Universidade Federal de Santa Maria2021-01-18info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://periodicos.ufsm.br/regae/article/view/e6184610.5902/2318133861846Regae: Revista de Gestão e Avaliação Educacional; v. 10, n. 19, 2021, publicação continua; e61846, p. 1-15Revista de Gestão e Avaliação Educacional; v. 10, n. 19, 2021, publicação continua; e61846, p. 1-152318-13382176-2171reponame:Revista de Gestão e Avaliação Educacionalinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/regae/article/view/e61846/pdf_1Copyright (c) 2021 Revista de Gestão e Avaliação Educacionalinfo:eu-repo/semantics/openAccessFernandes, Francisca RisoleneSousa, Francisca Genifer Andrade deFialho, Lia Machado Fiuza2021-12-07T13:02:09Zoai:ojs.pkp.sfu.ca:article/61846Revistahttps://periodicos.ufsm.br/regaePUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/regae/oai||revistaregae@gmail.com2318-13382176-2171opendoar:2021-12-07T13:02:09Revista de Gestão e Avaliação Educacional - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
Collaboration between school directors and teachers with a focus on discent learning Colaboração entre direção escolar e professores com foco na aprendizagem discente |
title |
Collaboration between school directors and teachers with a focus on discent learning |
spellingShingle |
Collaboration between school directors and teachers with a focus on discent learning Fernandes, Francisca Risolene Diretor escolar. Aprendizagem. Autoritarismo. |
title_short |
Collaboration between school directors and teachers with a focus on discent learning |
title_full |
Collaboration between school directors and teachers with a focus on discent learning |
title_fullStr |
Collaboration between school directors and teachers with a focus on discent learning |
title_full_unstemmed |
Collaboration between school directors and teachers with a focus on discent learning |
title_sort |
Collaboration between school directors and teachers with a focus on discent learning |
author |
Fernandes, Francisca Risolene |
author_facet |
Fernandes, Francisca Risolene Sousa, Francisca Genifer Andrade de Fialho, Lia Machado Fiuza |
author_role |
author |
author2 |
Sousa, Francisca Genifer Andrade de Fialho, Lia Machado Fiuza |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Fernandes, Francisca Risolene Sousa, Francisca Genifer Andrade de Fialho, Lia Machado Fiuza |
dc.subject.por.fl_str_mv |
Diretor escolar. Aprendizagem. Autoritarismo. |
topic |
Diretor escolar. Aprendizagem. Autoritarismo. |
description |
Through this text, a research result is presented, aiming to understand the role of the school principal despite demands that go beyond the bureaucratic-administrative scope of management and that raise collaborative relationships with teachers regarding the work developed in the classroom. With a qualitative approach, of the case study type, the research used questionnaires applied with principals and teachers linked to the Municipal Education Department of Horizonte/CE. The data were submitted to content analysis and three categories emerged the following: 1) collaborative practices with a focus on school learning, which elucidated the lack of companionship between the management and faculty; 2) teachers' accountability for student performance; 3) different meanings attributed to the students' learning diagnoses. It was concluded that the teachers are considered the main ones responsible for the students' performance and that the collaboration of the management in the classroom is sporadic, since the directors prioritize the bureaucratic activities with verticalized actions that use the evaluation as a mechanism of control and teacher responsibility.Key-words: school director, learning, authoritarianism. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-01-18 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://periodicos.ufsm.br/regae/article/view/e61846 10.5902/2318133861846 |
url |
http://periodicos.ufsm.br/regae/article/view/e61846 |
identifier_str_mv |
10.5902/2318133861846 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
http://periodicos.ufsm.br/regae/article/view/e61846/pdf_1 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2021 Revista de Gestão e Avaliação Educacional info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2021 Revista de Gestão e Avaliação Educacional |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria |
dc.source.none.fl_str_mv |
Regae: Revista de Gestão e Avaliação Educacional; v. 10, n. 19, 2021, publicação continua; e61846, p. 1-15 Revista de Gestão e Avaliação Educacional; v. 10, n. 19, 2021, publicação continua; e61846, p. 1-15 2318-1338 2176-2171 reponame:Revista de Gestão e Avaliação Educacional instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
instname_str |
Universidade Federal de Santa Maria (UFSM) |
instacron_str |
UFSM |
institution |
UFSM |
reponame_str |
Revista de Gestão e Avaliação Educacional |
collection |
Revista de Gestão e Avaliação Educacional |
repository.name.fl_str_mv |
Revista de Gestão e Avaliação Educacional - Universidade Federal de Santa Maria (UFSM) |
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||revistaregae@gmail.com |
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1809281068721766400 |