Public school administration: the distance between discourse and action
This text aims to expand the methodological framework of studies that analyze the daily management of public schools. The proposed cut-off uses data from a survey conducted and investigates the gap between discourse and action over the democratic management of school principals of three different El...
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Portal de Pediódicos Eletrônicos da UFRN |
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Kussem, Juliana de Souza, Ângelo Ricardo |
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Kussem, Juliana de Souza, Ângelo Ricardo Public school administration: the distance between discourse and action |
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Kussem, Juliana de Souza, Ângelo Ricardo |
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Kussem, Juliana |
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Public school administration: the distance between discourse and action |
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Public school administration: the distance between discourse and action |
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Public school administration: the distance between discourse and action |
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Public school administration: the distance between discourse and action |
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Public school administration: the distance between discourse and action |
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public school administration: the distance between discourse and action |
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This text aims to expand the methodological framework of studies that analyze the daily management of public schools. The proposed cut-off uses data from a survey conducted and investigates the gap between discourse and action over the democratic management of school principals of three different Elementary Schools of Curitiba's municipal education system. Through a questionnaire, shadowing, interviews and observations, a typology was built with four categories: Democratic Administration; Democratic Administration’; Traditional Administration and Traditional Administration’". These categories allowed the comparison with the empirical reality, with theory (LIMA 1998; PARO, 2012, 2016; SOUZA, 2009; WEBER, 2000) and among the management cases of the three school principals. The outcomes obtained point out that the three cases observed presented a similar democratic discourse, denouncing the influence of the early and continual education of these professionals Among other aspects, the action was distinguished in each one of the cases. The article concludes that the contributions of each research techniques were fundamental in the production of results. |
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Portal de Periódicos Eletrônicos da UFRN |
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2023 |
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https://periodicos.ufrn.br/educacaoemquestao/article/view/32061 |
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oai:periodicos.ufrn.br:article-320612023-10-16T15:03:59Z Public school administration: the distance between discourse and action Gestión de la escuela pública: la distancia entre el discurso y la acción Gestão da escola pública: a distância entre o discurso e a ação Kussem, Juliana de Souza, Ângelo Ricardo Política Educacional Gestão Escolar Democrática Diretores Escolares Pesquisa Política educacional Gestión escolar democrática Directores escolares Investigación This text aims to expand the methodological framework of studies that analyze the daily management of public schools. The proposed cut-off uses data from a survey conducted and investigates the gap between discourse and action over the democratic management of school principals of three different Elementary Schools of Curitiba's municipal education system. Through a questionnaire, shadowing, interviews and observations, a typology was built with four categories: Democratic Administration; Democratic Administration’; Traditional Administration and Traditional Administration’". These categories allowed the comparison with the empirical reality, with theory (LIMA 1998; PARO, 2012, 2016; SOUZA, 2009; WEBER, 2000) and among the management cases of the three school principals. The outcomes obtained point out that the three cases observed presented a similar democratic discourse, denouncing the influence of the early and continual education of these professionals Among other aspects, the action was distinguished in each one of the cases. The article concludes that the contributions of each research techniques were fundamental in the production of results. Este texto tiene como objetivo ampliar el marco metodológico de los estudios que analizan el cotidiano de la gestión de las escuelas públicas. El enfoque propuesto utiliza datos de una encuesta realizada e investiga el descompaso entre el discurso y la acción sobre la gestión democrática de los directores de tres escuelas de Enseñanza Fundamental de la red municipal de enseñanza de Curitiba. A partir de un cuestionario, del shadowing, de entrevistas y de observación, se construyó una tipología con cuatro categorías: Gestión Democrática; Gestión democrática’; Gestión Tradicional’ y Gestión Tradicional. Estas categorías permitieron la comparación con la realidad empírica, con la teoría (LIMA, 1998; PARO, 2012, 2016; SOUZA, 2009; WEBER, 2000) y entre los casos de gestión de los tres directores de las escuelas. Los resultados obtenidos indican que los tres casos observados presentaron un discurso democrático semejante denunciando la influencia de la formación inicial y continuada de eses profesionales. Entre otros aspectos, la acción se presentó distinta en cada uno de los casos. El artículo concluye que las contribuciones de cada una de las técnicas de investigación fueron fundamentales en la producción de los resultados. Este texto tem como objetivo ampliar o arcabouço metodológico dos estudos que analisam o cotidiano da gestão das escolas públicas. O recorte proposto utiliza dados de uma pesquisa realizada e investiga o descompasso entre o discurso e a ação acerca da gestão democrática de diretores de três escolas de Ensino Fundamental da rede municipal de ensino de Curitiba. A partir de um questionário, do shadowing, de entrevistas e de observação, construiu-se uma tipologia com quatro categorias: Gestão Democrática; Gestão democrática’; Gestão Tradicional’; Gestão Tradicional. Essas categorias permitiram o cotejamento com a realidade empírica, com a teoria (LIMA, 1998; PARO, 2012, 2016; SOUZA, 2009; WEBER, 2000) e entre os casos de gestão dos três diretores de escolas. Os resultados obtidos indicam que os três casos observados apresentaram um discurso democrático semelhante, denunciando a influência da formação inicial e continuada desses profissionais. Dentre outros aspectos, a ação apresentou-se diferenciada em cada um dos casos. O artigo conclui que as contribuições de cada uma das técnicas de pesquisa foram fundamentais na produção dos resultados. Portal de Periódicos Eletrônicos da UFRN 2023-05-18 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://periodicos.ufrn.br/educacaoemquestao/article/view/32061 Journal Education in Question; Vol. 61 No. 67 (2023): jan./mar. 2023 Educación en Cuestión; Vol. 61 Núm. 67 (2023): jan./mar. 2023 Revista Educação em Questão; v. 61 n. 67 (2023): jan./mar. 2023 1981-1802 0102-7735 10.21680/1981-1802.2023v61n67 por https://periodicos.ufrn.br/educacaoemquestao/article/view/32061/16951 Copyright (c) 2023 Revista Educação em Questão http://creativecommons.org/licenses/by-nc-sa/4.0 |