A ação da gestão escolar: implicações e possibilidades para a formação docente continuada

Abstract

This paper presents as a research problem the implications and possibilities for continuing teacher education considering the School Management action? Methodologically, it is characterized as a qualitative research, since it sought to understand the object and its subjects considering the different space-time. For the construction of the data, we used bibliographical and documentary research, through articles originating from the National Association of Post-Graduation and Research in Education (ANPED), Bardin text analysis and categorization. The democratic management, instituted by the Federal Constitution of 1988 and referenced by the Law of Directives and Bases of Education of 1996, is present in the school by means of some normative instruments that allow spaces for democracy in education. However, the search for effective democratic teaching is still a construction and needs studies, both in the field of politics and the training of managers. This research aimed to investigate the actions of school management that provide (or not) continuous teacher training, which is understood as the process of acquisition of knowledge and reconstruction of these within the school. Through the construction of the data it was possible to apprehend the following categories: dialogue to overcome the resistance (s); affectivity in the school pedagogical process, the school as the locus of teacher training and the strengthening of the Pedagogical Project, these categories indicate actions that allow the continued teacher training in the school. As for the implications, it is worth mentioning the excess attributions of school management, the fragility of human and material resources, responsibility for external evaluations, bureaucratization among others that involve professionalism and valorization.