The management conception and the school improviment / A concepção de gestão e a melhoria da escola

AUTOR(ES)
DATA DE PUBLICAÇÃO

2005

RESUMO

This study has focalized the theme of the school administration, built upon the contemporary conceptions of school administration and organization, developed in the field of studies of business administration and in its application to Education. We have begun from the hypothesis that the existing administration conception in the school is determinant from the degree of openness or closeness of the institution to the social, making it easier or more difficult the process of change of the school and the development of its team of teachers and other employees. It is believed that the implementation of changes having as its objective the continuos improvement of the schools depends, in great part, of the existence of structural and organizational conditions, associated with the conception of administration prevailing in the institution. We worked with the hypothesis that there are some conceptions of preferential administration that, if adopted by the school organizations, will facilitate the individual and collective learning of teachers, employees and the school community, as well as the implementation of changes and improvements in the administrative and pedagogical processes done by the school. The field research was made in four selected schools of Brazil and abroad (Portugal and Spain) consisting of an exhaustive survey of the structural and organizational conditions of these schools, as well as the study of the predominant culture and the reflexes of this all in the work developed by the teachers with their students. An aspect that was considered as relevant in this analysis was the presence and the utilization of the technology (TIC), in its day-to-day work, seen as a learning facilitator element, as well as of the administration itself. We have chosen the methodology of Multiple Case Study, which anticipates the adjustment in the initial theory if it does not contemplate the observed reality. It was verified that the courses of Children Education and Fundamental Teaching I showed themselves more prone to changes, interested in the renovation of the teaching, presenting more agility in the incorporation of the improvement in the pedagogical practices. The school organizations that demonstrated greater capacity to generate apprendiceships were the ones that operated with an integrated institutional culture and a great specialization of the individual abilities, presenting conceptions of administration primordially democratic-participative, configurated as Adhocracies, Divisionated Form and Simple Structure, where the technologies adopt relevant role in the interaction among their members.

ASSUNTO(S)

administracao educacional relações de poder cultura escolar gestão escolar communication and information technology power relationship school management school culture liderança lidership escolas - administração e organização

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