O Plano de Ação como instrumento de reflexão sobre as intenções formativas na gestão escolar

• Ano de defesa: 2021
• Autor(a) principal: Berenguel, Ligia Colonhesi
• Orientador(a): Passarelli, Lílian Maria Ghiuro
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação: Formação de Formadores
• Departamento: Faculdade de Educação
• País: Brasil
• Palavras-chave em Português: Escolas - Organização e administração; Plano de Ação; Planejamento educacional
• Palavras-chave em Inglês: School management and organization; Plan of Action; Educational planning
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.pucsp.br/jspui/handle/handle/23845

This qualitative approach research had as its main objective investigating the Plan of Action as the instrument of reflection upon formative intentions of school management. The specifics objectives were: (1) verify the function of the management team in the school centered formation; (2) comprehend the role of the Plan of Action as the formative possibility; (3) analyze how the Plan of Action as an instrument of reflection contemplates the formative intentions of the managers; (4) present a proposal of conjunct formation centered in the Plan of Action elaboration process. The theory basis started from the description of the social aspects that interfered in the current reality and that bring up bothersome questions about the perspectives of the future of school. For that, Libâneo (2001, 2005, 2010), Placco (2006, 2010a, 2010b), Paro (2014, 2015) and Bauman (2011) were reference authors. The described social context aimed to discuss the exercise of school management from different dimensions that make it up. Between them, the dimension of the Formation was described as a priority in the processes of planning made by the managers. The discussion about the dimensions of school management were based on the studies of Lück (2000, 2008, 2009a, 2009b; 2010) e Valliant (2019a, 2019b), and others. About the impact that school management has as an educator, promoter of formation centered in the school with collaborative actions, the study based itself on Alarcão (2014), Canário (1995, 2006), Imbernón (2009), Nóvoa (1992a, 1992b), Oliveira-Formosinho (2002, 2003), Placco (2006, 2010a, 2010b, 2012), Fullan and Hargreaves (2000) and Fiorentini (2004), primarily. The point of the Plan of Action as the instrument in the school manager’s work has been discussed in three different ways, all based on Barbier (1996), Matus (1989, 1991, 1996a, 1996b), Padilha (2001), Tuan (2013), Zabalza (1994), Gonçalves (1995, 2007), Passarelli (2002,2019) and Terzi (2012, 2015). The research counted upon analysis of formative intentions present in the Plans of Action of seven managers of a primary school in the ABC Paulista, São Paulo, Brazil. The analysis of data was inspired in the Content Analysis of Bardin (2016), and gave origin to three categories: (1) the role of the management team in the formatives intentions; (2) the formative intentions and its relation to the situational state; (3) the formative intentions related to the dimensions of management. It is important to point out that the educational principles were based on the studies of Freire (1973, 1982, 1983, 1987, 1991, 1996, 1997, 2003, 2014, 2016) about educational principles that go beyond learning and that focus on professional commitment with the change of reality through critical thinking. This research made it able to see the necessity of a bigger integration between the formative intentions of managers in the development of an institutional formative project based on critical thinking. And for that, made it able to see the role of creating spaces in which subjects can participate in their own learning trajectory. It was decided as well that there is a necessity of establishing a process of creating a Plan of Action that focuses on creating a shared meaning of its concept and for it to always adapt to the situational environment (MATUS, 1991). The process of production and reconstruction of the Plan of Action is considered to have to happen in conjunct elaboration, generating reflections based on critical collaborative thinking that favor the creation of a community of professional learning in the school.