Concepções de gestão escolar democrática: um estudo fenomenográfico com diretores de escolas públicas da educação básica
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Data
2021-08-27
Autores
Schunk, Luciana
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Universidade Federal do Espírito Santo
Resumo
Democratic school management in public schools, despite having its value institutionalized in Brazil since the Federal Constitution of 1988 and reaffirmed by the Law of Directives and Bases of 1996, is a phenomenon with peculiar characteristics, since the experiences lived by managers may reflect different ways of experiencing it. The school principal coexists with the innumerable unforeseen events and several conflicts of interest, management being configured as a relational and emergent process, a constant becoming. This means assuming that there is no external and independent reality to the principal. Instead, they conceive their organizational realities based on experiences, interactions, and dialogue. The objective of this research is to analyze, in the light of phenomenography, the different conceptions of democratic school management and its implications in the management practices of public school principals. Data were produced through individual in-depth interviews with 19 principals. Data analysis, which has the main purpose of mapping the conceptions of the phenomenon and constructing its outcome space, was carried out following the protocol of Sjӧstrӧm and Dahlgren (2002), adapted by Amaro and Brunstein (2020). Three different ways of experiencing democratic school management were identified: (1) as role fulfillment; (2) as input for decision making; and (3) as meeting community needs. These conceptions are hierarchically organized in the results space from the simplest (conception 1) to the most complex (conception 3). The impacts of these conceptions on three dimensions of school management are also analyzed: (a) administrative management (financial, physical and human resources); (b) pedagogical management and (c) interaction management (relationship with the school community). One of the contributions of this research was to show, from the three conceptions identified, similar to Bonelli et al.'s (2019) studies on public policy implementation, that street-level bureaucrats implement, transform, and adapt the legal principle of democratic school management. Another contribution was to relate conceptions of democratic school management to the forms of participation pointed out by Lück (2013). As a social contribution, a technical report was produced for public agencies and principals of the schools studied. Considering the scarcity of empirical studies on democratic school management, phenomenography is presented as a research method.
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Gestão escolar democrática , escola pública , diretores de escola , participação , fenomenografia