Gestão escolar e formação do pedagogo: relações e implicações a partir da análise de projetos político-pedagógicos de universidades públicas

• Autor(a) principal: Barbosa, Andrea Haddad [UNESP]
• Data de Publicação: 2013
• Outros Autores: Abdian, Graziela Zambão [UNESP]
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://dx.doi.org/10.1590/S0102-46982013000400011; http://hdl.handle.net/11449/109754
• topic: Formação do Pedagogo; Administração Escolar; Projeto Político-Pedagógico; Training of pedagogues; School Administration; Political-Pedagogical Project

The literature has pointed out the educational deficits of Brazilian public schools, the complexity of school management, and the need for better qualification for the exercise of this function. Considering this perspective, the present research questions: How is school management being contemplated within the initial pedagogical training in the state of Paraná? In this sense, this article aims to survey and analyze how school management in professional training in public universities Educator of Paraná is being contemplated after the publication of the National Curriculum Guidelines for the Education Course (DCNP). The study works with a qualitative approach to carry out, in the one hand, the bibliographic survey and systematization and, on the other hand, the survey, systematization and analysis of some elements in the political-pedagogical projects of different public universities. The data collected in six public universities show a significant oscillation between the workload aimed at the knowledge of School Administration and a variety of covered contents. Such differences may reflect the scope of the National Curriculum Guidelines as well as the present theoretical dispersion regarding the current knowledge on School Administration.