A formação de pedagogos e a gestão educacional: processos formativos em discussão

Abstract

This study is linked to the line of research named Management of School Organization, in the Specialization Course in Educational Management, in the Education Center from the Federal University of Santa Maria (UFSM). The central focus is the training of the pedagogue and the conceptions that school students and educators have on educational and school management. The objective of the study is to understand concepts held by both the educators and students in initial training (daytime) from the Pedagogy course at UFSM about the educational and school management. Our methodological approach is based on studies from Connelly and Clandinin (1995); Bauer and Gaskell (2002); Bogdan and Biklen (1994); Bolzan (2002) and Freitas (1998, 2002, 2010). For the study, we have used a qualitative methodology which was developed from the sociocultural approach narrative through the voices of students and educators from the Pedagogy Course (daytime). Regarding the thematic investigated, we have used the main studies from Bolzan (2002, 2008, 2009); Bolzan and Isaia (2008); García (1999, 2009, 2010); Imbernon (2010, 2011); Isaia (2006, 2007); Isaia and Bolzan (2008, 2009); Libâneo (2001, 2004, 2006, 2011); Libâneo and Pepper (1999, 2011); Lück (2000, 2008, 2009); Nóvoa (1997, 2009); Pepper (2000, 2002); Saviani (2008, 2009) Scheibe (2008, 2010); and Silva (1999, 2003). Bearing in mind the guiding objectives of the study, the analysis of both educators’ and students’ narratives enabled us to highlight two categorical dimensions. The first one named conceptions of management is constituted as a set of positions /ideas expressed by students and educators on educational and school management, which consists of the categorical elements: personal, professional and academic backgrounds; educational and school management and the role of the educator. The second categorical dimension: the pedagogical work organization, consists itself by the dynamic that the course is organized, the distribution of discplinas, curriculum organization and the pedagogical work developed, which consists of the categorical elements: organizational dynamics of the pedagogical work; the relationship between theory and practice and contradictions in the course. Consequently, we have evidenced that the educators’ conceptions are linked to their personal, professional and educational processes experienced by them throughout their teaching career in the field of management in basic education, and in higher education history. As for the students’ conceptions, we emphasize that the conceptions of management are being developed along the course from formative experiences that support the understandings about education and school management. Thus, we highlight the importance of self-formation awareness on the students in initial training and the educators in continuing formation, as well as the impact such awareness in their formative processes. In this sense, we understand the complexity of the educational and school management in total and its importance in the formation of educators.