Supervisão de ensino : caracteristicas institucionais, mitos tipologicos e perspectivas emancipatorias / Educational supervision: institutional characteristics, behavioral myths and perspectives for emancipation

AUTOR(ES)
DATA DE PUBLICAÇÃO

2007

RESUMO

This work supports the hypothesis that, the actual educational supervision of the public educational policies in the Stat of São Paulo shows the contradiction of the administration culture based on authoritarian, examined and reproductive practices of the public policy derived from central bodies, and, at the same time, improves, in its acting level, special and critical actions, committed to the social emancipation of the involved agents. This contradiction would turn its essential policy function into myth. The dialectic investigation dealt with the educational administration types influenced by different cultural matrices and corresponding social policies in Brazil, which were determined in the building of the institutional and historical characteristics and the present behavioral myths in tension process in the acting of the educational supervision. Then, considering the data generated by the instrument ?focal group?, the research found out an identity crisis of the educational supervision. As a way of rupture and overcoming of the present paradigmatic of the educational administration and management, and as a result of the educational supervision, one suggests requirements to build new ethical rules to the educational supervision. In short, this work shows the educational supervision of the historical myths and their contraction with the possible identity for emancipation.

ASSUNTO(S)

public policy politicas educacionais educational administration emancipação educational supervision emancipation supervisão de ensino administração educacional educational management politicas publicas educational policies mith mito gestão educacional

ACESSO AO ARTIGO

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