Perception of principals about the attributions in the pedagogical management of municipal schools in Jacobina, Bahia, Brazil

• Autor(a) principal: Leal, Ione Oliveira Jatobá
• Data de Publicação: 2019
• Outros Autores: Novaes, Ivan Luiz
• Tipo de documento: Artigo
• Idioma: eng; por
• Título da fonte: Educação e Pesquisa
• Texto Completo: https://www.revistas.usp.br/ep/article/view/157338
• topic: Public schools principals; Principal’s roles; Pedagogical management; Diretores de escola pública; Atribuições do diretor; Gestão pedagógica

This work is based on a research about the principal’s perception about the management of municipal schools in Jacobina, Bahia, Brazil. The aim of this research was to analyze how principals perceive the pedagogical attributions that are required to develop the management of municipal schools in Jacobina. For this, we used as a data collection instrument a questionnaire whose application involved 22 principals who work in the city and rural schools. We adopted as a method a case study that uses, predominantly, ordinal variables, resulting from the application of Likert scale, and the result of the principals’ perception was presented by degree of agreement/disagreement. The questionnaire contains proposals on the elaboration of the Political-Pedagogical Project (PPP), the School Development Plan (SDP), the participation of the principal in the pedagogical actions and the promotion of the participation of the different segments in the pedagogical actions. Based on the analysis of the data, we observed that most of the principals perceive that there are problems regarding the elaboration of the PPP and the SDP. They point out lack of time to participate in the pedagogical questions and, in relation to the participation of the several segments, indicate that there are difficulties in bringing the family to participate in the pedagogical actions, which does not happen in relation to teachers and pedagogical coordinators. We conclude that principals strive for pedagogical actions to occur in a participatory manner and realize the need to direct part of their work to follow the pedagogical attributions that are demanded of them when they take over the direction of the school.