A construção dos saberes da equipe diretiva no processo de gestão escolar

Abstract

This study is a research monograph, and aims to find about the construction of professional knowledge of the management of a State School Elementary Sao Pedro do Sul / RS for discussion about the importance of the process of school management. The study is characterized by a qualitative research, which through ethnomethodology seeks to uncover the knowledge mobilized in the action of the three managing collaborative research - management that integrate the management team of that school. To address the proposed objectives, the option is a methodological approach in three stages: 1) the insertion in the locus of research, through systematic observation sessions of school routine, 2) the realization of a reflective interview, through dialogue with the collaborators and 3) processing and data analysis - categorizations. The concepts of knowledge and, more particularly professional knowledge, fundamental to this study are theoretically grounded in the research of Nunes (2004), Tardif (2000, 2002), Pimenta (2000) and Gauthier (1998). From the writings of these authors, we understand the concept of knowledge based on the rationality of argumentative nature, a collective production from the exchange between the managers. By analyzing the data leads to the following categories of assessment: Narrating the origin of becoming a teacher ..., Recalling the initial phase of career and professional career; Socializing knowledge about school management and defining and understanding the dynamics of knowledge and practices necessary educational practice. In each category of analysis, to systematize the reporting of management, demonstrating the management strategies, as well as the knowledge intrinsic to the educational practice of each. We can see that the construction of professional knowledge is influenced by the context, which the managers work and discuss ways to manage it properly, which in turn are based on different knowledge. The impact of the meaning given to professional knowledge in educational practice of school management is to (re) building from the continuing education of the participants as participatory approach, independent and involved in collective decisions, sharing responsibility and thinking about the educational activities that are significant to the interests of the school community.