Compreensões das relações que os gestores estabelecem, em seus discursos, entre vínculos afetivos e a produção do conhecimento na escola

Abstract

This research was carried out as a Completion Assignment of the Specialization Course in Education Management from the Federal University of Santa Maria UFSM, School Management and Organization – Distance Education (DE), which is part of Research Line 1. The theme was “Management of the pedagogical process and affective bonds in school.” Improving knowledge in relation to the topics already researched “Affective Bonds” and the “Teachers’ Work” was expected; however, the focus, this time, was on speeches of managers (head teachers and coordinators) from some municipal Pre-Schools in Santa Maria – RS. It is believed that the work of teachers-managers has a direct relation with affective bonds, because when establishing these affective bonds with students, knowledge production will take place. Therefore, the aim of this research was to investigate how the managers of the pedagogical process characterize the affective bonds with students at school, and how it may influence the school routine; to learn how coordinators and head teachers also characterize the affective bonds with students in the school routine; to describe the importance of affective bonds in the work of these managers in Pre-Schools. A qualitative research was chosen to develop this research, setting it as a case study, in which data were collected through semi-structured interviews, analyzed by Content Analysis. During this research, not only unknown authors who address the subject “affective bonds” were found, but also different publications about the issue. It is concluded that the survey participants consider important to establish affective bonds with students and with the school community, which ultimately affect students’ knowledge production and well being of all the people who work in schools.