O retrato holográfico do gestor da escola básica e a necessidade de novas possibilidades gestoras

Abstract

RESUMO:Este estudo tem como objetivo analisar o perfil holográfico do gestor da escola básica, destacando a urgência na construção e na consolidação de um fazer contemporâneo de gestão, que seja inovador e definidor de novas possibilidades gestoras que garantam a qualidade institucional na gestão da escola. Foram empregados pressupostos da pesquisa qualitativa, fazendo a leitura crítica de documentos e da literatura que trata da gestão e da inovação dos processos gestores na escola. Os resultados da análise indicam que: há um perfil conservador dos gestores que atuam na escola básica; existe a necessidade de garantir a inovação educacional e a criação de um espaço institucional transformador, que possibilite a formação de um perfil democrático para o novo gestor escolar e que alcance seus liderados, com a efetivação de uma práxis institucional que promova a qualidade da gestão e da vida educacional nas escolas. PALAVRAS-CHAVE:Gestão escolar. Inovação educacional. Perfil holográfico. RESUMEN:Este estudio presenta como objetivo hacer un análisis del perfil holográfico del gestor de la escuela básica, poniendo de relieve la urgencia en la construcción de una práctica contemporánea de gestión, innovadora, que establezca nuevas posibilidades gestoras y garanticen la calidad institucional, la gestión de la escuela. Se emplearon presupuestos de la investigación cualitativa, la lectura crítica de documentos y la literatura que se ocupa de la gestión e innovación de procesos gestores en la escuela. Los resultados del análisis muestran que: existe un perfil conservador de los directivos de la escuela básica; hay que asegurar la innovación educativa y la creación de un espacio institucional transformador, que permita la formación de un perfil democrático al nuevo gerente escolar y lleguen a sus subordinados, con el 1 Universidade do Estado da Bahia (UNEB), BA -Brasil. Professor Titular.

My school is my nation project: paths for the construction of school identity

“…Autonomy for the student to self-perceive himself as a citizen builder of the ethical world, and therefore respected, being able to value his image and inner experience, being able to grow individually and collectively, projecting quality results in his learning, in his personal and collective life (Amorim, Matta, & Freitas, 2017, p. 1816.…”

“…"The construction of a democratic, innovative climate that promotes the transformation of what we have today goes through the understanding that basic education institutions need to be in tune with their times, allowing the renewal of the imaginary potential and utopias of its members, to enable the structural change of the processes experienced in the educational and social environments. It is necessary to think and promote an integration between the contemporary time with the pedagogical proposals, with the different knowledge and actions experienced by the school community (Amorim, Matta, & Freitas, 2017). Within an IEP, this collective commitment should already exist, since it is part of the premises of the program, such as Protagonism, with its macro indicators Respect for Individuality, Promotion of Youth Protagonism, and Senior Protagonism (where the document makes it clear that the professional should act serving as an exampleeducational presence); Co-responsibility, with its macro indicators Relationship and Collaboration and Coresponsibility, and Excellence in Management, with its competency Commitment to the process and result, especially with regard to contributing to the achievement of the goals of the School Action Plan (São Paulo, 2015).…”

“…And not only the school staff, but what is desired is "to undertake collective movements of methodological innovation regarding what and how occurs the organizational, intellectual, and affective daily life inside the school, aiming at a greater dynamic: the construction of paths and cultural, social, and educational possibilities that promote the very transformation of the school in all aspects, including social, relational, pedagogical and managerial. (Amorim, Matta, & Freitas, 2017). In the example given above, about the peaceful attitude to be taken, when witnessing someone cutting the lunch line, for example, it is essential that the presence of a teacher, or manager, or school employee, is made attentive to all that movement, just to ensure that the act of raising hands, in silence, to correct an unfair act, is recognized and validated, bringing to the protagonists of the action, a positive reinforcement that they can help change the climate and school relations, safely and without conflict.…”

“…The school already has a team that is united and committed to the educational processes, which will facilitate this whole process. "It is the role of managers, teachers, students, and family to act in an integrated and receptive manner to new forms of possibilities for building more opportunities, for the realization of a learning process that is egalitarian, integrative, open, attentive to political issues, contemporary knowledge and information" (Amorim, Matta, & Freitas, 2017, p.1816.…”

Revisão Sistemática Da Literatura Brasileira Sobre Diretores Escolares

“…Com relação à segunda categoria, encontram-se os estudos centrados na análise das características centrais e da identidade/perfil dos diretores (Amorim et al, 2017;Costa & Bento, 2015;Ferreirinha, 2015;Souza, 2006c;Souza & Gouveia, 2010;Werle et al, 2009). A primeira (Continuação) subcategoria de estudos busca investigar características dos diretores, como gênero, formação, experiência e qualificação profissional, carga horária de trabalho, formas de seleção e remuneração.…”