Gestão escolar democrática e processos de construção da identidade docente

Abstract

This monograph is the result of a bibliographic search whose goal was to reflect about the relations and influences of democratic school management in the processes of identity construction collective of teachers. The methodological approach contributed to the understanding of the principal themes of your search: democratic school management and collective identity. According to the analyses, it was noted that the school needs to transform its management concept for coordinating a more participatory democracy-management. Are indispensable to ensure the professional development of everyone and the construction of identity collective reflection, creating spaces training partnerships and sharing decisions. The teacher-Manager is presented as primary mediator of these actions. Such considerations confirm that the achievement of goals and objectives, the development of autonomy and troubleshooting are attributes of professionals who are committed and responsible, valuing a school in which all are managers, with the gender of power. The participatory management is a significant alternative to changing conceptions, encouraging that all professionals assume itself as responsible for the actions developed in the school.