Práxis educativa e gestão escolar: o perfil e a atuação do vice-diretor na escola
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Data
2023-03-28
Autores
Delagnese, Luciana Gomes
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O presente estudo realizado no interior do Programa de pós-graduação em educação da UNESP-Presidente Prudente, tem objetivo de compreender o perfil e a atuação do Vice-diretor de escola a partir de uma perspectiva histórico-crítica, considerando a importância da tríade diretor-orientador pedagógico-vice diretor na gestão escolar, enfatizando a escola numa perspectiva crítica de emancipação das crianças e jovens filhos da classe trabalhadora. A pesquisa aconteceu junto a Vice-diretores da Rede Municipal de Educação de Presidente Prudente/SP e levantamos questões a respeito da importância desses sujeitos no interior da escola, quais os impactos da sua participação na gestão escolar? Qual o perfil e papel do Vice-diretor na escola e, sobretudo, quem são esses sujeitos? Defendemos ser necessário o conhecimento sobre quem é esse profissional, o Vice-diretor de escola, um profissional que atua na gestão escolar e assume variadas funções, embora seja pouco percebido e reconhecido nas suas ações no cotidiano da escola. Defendemos que ao conhecer o seu perfil e atuação do Vice-diretor na escola, poderemos discutir as suas contribuições para a efetivação de uma práxis educativa de natureza emancipatória e, nesse processo, compreender o seu papel na tríade gestora e na construção de uma gestão democrática e participativa que enfatize a transformação da escola para o desenvolvimento das crianças e jovens que lá se encontram. Os Vice-diretores, sujeitos da pesquisa, responderam um questionário on line e foram entrevistados para aprofundamento dos dados coletados, sendo que todo o processo de pesquisa registrado em diário de campo da pesquisadora, sendo que o método do Materialismo Histórico Dialético e a Pedagogia histórico-crítica e Teoria histórico-cultural iluminaram todo o processo de planejamento, execução e finalização da pesquisa.
The present study aims to understand the role of the Vice-Principal of a school from a historical-critical perspective, considering the importance of the principal-pedagogical advisor-vice-principal triad since several questions arise from my experience in the performance of the function of vice-principal. Director of a public school in the Municipal Education Network in the city of Presidente Prudente/SP. What is the importance of this professional for the municipal network? What is the impact of the vice-principal's decisions on the school's daily life? What is your true role at school? These are questions that arise in the course of working at school and, above all, because we do not find many studies that address the role of the vice principal at school, with most research focusing on the role of the school principal or pedagogical advisor and rarely include the role and performance of the deputy director. Guided by this finding, we realize that it is necessary to know who this school professional is, the vice principal, this person who acts daily in school management, assumes various functions, however is little perceived or recognized in his actions within the school. Our research intends to outline the profile of the school vice-principal, understand who these subjects are, their actions and their role in the principal-pedagogical advisor-vice-principal triad, and discuss their performance in a historical-critical perspective. Tracing the profile of the vice principal implies, therefore, knowing the gender, initial training and postgraduate training, among other characteristics of this professional, as well as knowing their expectations when working in municipal schools in Presidente Prudente/SP, with the intention of knowing the characteristics of their work at school and their contributions to the implementation of an educational praxis at school, emphasizing the challenge of building democratic management at school. The vice-principals, research subjects, will respond to a research questionnaire that presents open and closed questions, and the collected data will be the object of analysis from the DialecticalHistorical Materialism method and taking as theoretical bases the historical-critical Pedagogy and the Historical-Cultural Theory.
The present study aims to understand the role of the Vice-Principal of a school from a historical-critical perspective, considering the importance of the principal-pedagogical advisor-vice-principal triad since several questions arise from my experience in the performance of the function of vice-principal. Director of a public school in the Municipal Education Network in the city of Presidente Prudente/SP. What is the importance of this professional for the municipal network? What is the impact of the vice-principal's decisions on the school's daily life? What is your true role at school? These are questions that arise in the course of working at school and, above all, because we do not find many studies that address the role of the vice principal at school, with most research focusing on the role of the school principal or pedagogical advisor and rarely include the role and performance of the deputy director. Guided by this finding, we realize that it is necessary to know who this school professional is, the vice principal, this person who acts daily in school management, assumes various functions, however is little perceived or recognized in his actions within the school. Our research intends to outline the profile of the school vice-principal, understand who these subjects are, their actions and their role in the principal-pedagogical advisor-vice-principal triad, and discuss their performance in a historical-critical perspective. Tracing the profile of the vice principal implies, therefore, knowing the gender, initial training and postgraduate training, among other characteristics of this professional, as well as knowing their expectations when working in municipal schools in Presidente Prudente/SP, with the intention of knowing the characteristics of their work at school and their contributions to the implementation of an educational praxis at school, emphasizing the challenge of building democratic management at school. The vice-principals, research subjects, will respond to a research questionnaire that presents open and closed questions, and the collected data will be the object of analysis from the DialecticalHistorical Materialism method and taking as theoretical bases the historical-critical Pedagogy and the Historical-Cultural Theory.
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Palavras-chave
Perfil do vice-diretor, Vice-diretor histórico-crítico, Gestão e transformação da escola, Deputy director's profile, Deputy director's role, Deputy director's function