BEING SCHOOL PRINCPAL IN TIMES OF PANDEMIC AND ITS MANAGERIAL ROLE IN A SCHOOL AS A MULTIFUNCTIONAL AGENCY

• Autor(a) principal: Roggero, Rosemary
• Data de Publicação: 2021
• Outros Autores: Pereira Kubo, Gisele, Weiss de Almeida, Sandy Catherine
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Olh@res (Universidade Federal de São Paulo)
• Texto Completo: https://periodicos.unifesp.br/index.php/olhares/article/view/11409
• topic: Direção da Escola; Escola como Agência Multifuncional; Pandemia; school principal; school as a multifunctional agency; managerialism

The article focuses on educational and public school management, during the period of social isolation indicated for the containment of the corona virus pandemic, which causes COVID-19, by public health authorities. It takes into account the crisis context of the public school, in terms of its social function, observing the administrative and bureaucratic political processes that guide the performance of the school principal. It aims to contribute to the debate on educational and school management, seeking to identify the contradictions of praxis, in this context, considering the constitutional principle of democratic management. The empirical basis is based on the analysis of normative documentation issued by the municipal government of São Paulo during the pandemic, and through interviews with nine school principals from different regions of the city, through the WhatsApp application and instrumentalized by Google Form, through a link sent to them during the month of July/ 2020, inviting them to express their experiences in this context. The analysis makes it possible to see the contradictions in the praxis between educational management and school management through three thematic groupings: democratic pseudo-management, the managerial role of the school principal and the multifunctionality of the school. The final considerations call attention to the need for active listening by the central bodies regarding the real characteristics of each territory, as well as the availability of public funding for the realization of the pedagogical project and the realization of the autonomy of the school unit, based on principles of democratic management and the social function of the school as relevant aspects, more than was known before.