Memórias de uma equipe diretiva na pandemia da Covid-19: grupo dialogal como estratégia para a gestão escolar

Abstract

This Master's thesis is linked to the research group Teaching, School and Teacher Training (DOCEFORM) and to the Graduate Program in Public Policies and Organizational Management, at the Federal University of Santa Maria (UFSM), in the research line LP2 - Pedagogical Management and Educational Contexts. Its object of research was school management and the subjects of investigation were managers who work in the management team of an elementary school in the municipal network of Santa Maria/RS. This research aims to understand how the constant changes in school dynamics and resource management (human, material and pedagogical) carried out by a management team throughout the Covid-19 pandemic, can contribute to school management through memories of the pandemic period. transformed into managerial experiences. In this way, the theoretical foundations that support this study seek to broaden the understanding of education, school and school management, as well as the principles of democratic-participatory management and the contributions of strategic management to school management, being marked out especially by Libâneo (1998; 2008; 2012), Paro (1996; 2007; 2016), Lück (2000; 2008; 2010; 2012; 2014), Estevão (1998), Frigotto (2021) and Ghedin (2022). The research problem intends to answer which management strategies resulting from the Covid-19 pandemic can be incorporated with a potentializing character for school management, based on the experiences of a management team. Methodologically, this study is based on an exploratory, formative, autobiographical and qualitative research, developed through field research, relying for this, especially on the concepts brought by Gil (2002; 2008), Ghedin (2022) , Passeggi (2011; 2019) and Josso (2006; 2009; 2010). Research data also emerge from documents, but mainly from the autobiography of the subjects that integrate this investigation, through narratives raised through dialog groups and pedagogical letters, using the theoretical contributions of Schütze (2010), Gaskell and Bauer (2015 ), Weller and Pfaff (2010), among other authors. The collected information is explored in the light of discursive textual analysis (Moraes and Galiazzi 2006; 2007), and the research results are presented as autobiographical narratives. The conclusions of this study denote planning strategies adopted by the management team throughout the Covid-19 pandemic that positively impacted dimensions of the school that integrates this study. With regard to the pedagogical dimension, the pedagogical coordination was closer to teaching planning, as well as students and their families. In the dimension of material/financial resources, it was observed that the adequate redirection of resources in the face of the new school situation during the pandemic contributed to health security at school and the achievement of pedagogical objectives with the school community. With regard to the dimension of human resources, it is possible to highlight the relevance of empathetic, participatory and democratic communication for conducting the management and planning practices that were adopted by the management team that integrates this research. This research also emphasizes the importance of stimulating spaces for dialogue and planning among the members of the management team, known as dialogue groups, in which these managers can strengthen communication, empathy and flexibility, as important conditioning factors for planning. In addition, the movements of this study make possible the research product called “Dialogical group as a school management planning strategy”, as a guiding plan of management practices based on the principles of democratic and participatory management, which includes the creation of dialogical groups as periodic spaces of communication, humanization and training of the management team, in order to contribute to the qualification of planning in school management.