A gestão escolar e o desenvolvimento de competências socioemocionais a partir das narrativas docentes

Abstract

This research was developed in the Professional Master's Course in Public Policies and Educational Management, in the Graduate Program in Public Policies and Educational Management at the Federal University of Santa Maria/RS, and through it aimed to understand the role of school management in the development of socioemotional skills of teachers in the Final Years of Elementary School. As specific objectives, we sought to: identify teachers' conceptions of socio-emotional skills; recognize which actions proposed by school management contribute to the development of teachers' socio-emotional skills; build guiding guidelines for the work of school management with teachers, on socio-emotional skills. In this study, we tried to answer what is the role of school management in the development of teachers' socio-emotional skills and, for that, a survey of works on the subject carried out between 2015 and 2021 was carried out and studies of Lakatos e Marconi (2003, 2007), Bolzan (2002, 2019, 2020), Lück (2008, 2009, 2014), Nayar (2011), Santarém (2016), Goleman (2007, 2011, 2014), Damásio (2011, 2017), Goldmeyer (2018). Schorn (2019), each others. As a methodological approach, a qualitative study of a sociocultural and narrative nature was used, based on conversation circles with teachers of the Final Years of Elementary School of a private school, located in the interior of RS. Five meetings were held with seven volunteer professors from the institution-context, on which the narratives were transcribed and interpreted. Then, the category of study was constituted as school management and the dimensions of pedagogical management, socio-emotional skills and teacher training. For the three dimensions, recurrences were highlighted that represented the systematization of the findings, on which reflection was carried out aiming at solving the research problem. Some points were outlined as fundamental to the management that aims to promote the socio-emotional development of teachers, such as: a welcoming look at oneself as a subject who also needs care; recognize oneself as an example and leadership for teachers; to be a port of sensitive listening and welcome to teachers; having an attentive and reflective look at teachers and their actions; promote spaces for dialogue and interaction among teachers; encourage continued teacher training in all its instances; promote unity of action and collaboration within the school environment. Competent school management consolidates the developments that occur in the school context and has teachers as agents of change for the construction of a more egalitarian and fair world. As a product, the creation of a podcast with guidelines for management work with teachers is presented.