A contribuição do gestor escolar para a redução das desigualdades educacionais a partir da educação infantil / Mary Luiza Silva Carvalho Vila Nova

• Ano de defesa: 2023
• Autor(a) principal: Vila Nova, Mary Luiza Silva Carvalho
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Maranhão; Brasil; Campus São Luis Centro de Educação, Ciências Exatas e Naturais – CECEN; PPG1; UEMA
• Palavras-chave em Português: Gestão escolar; Educação Infantil; Desigualdades Educacionais; Legislação Educacional; Liderança em Gestão Escolar; School management; Early Childhood Education; Inequalities Educational; Educational Legislation; Management Leadership School; Ciências Humanas; Educação
• Link de acesso: https://repositorio.uema.br/jspui/handle/123456789/2462

This dissertation deals with work developed by managers of Early Childhood Education institutions of the municipal public network of São Luís, Maranhão, from the analysis of their performance, with a view to implementing the theoretical and legal frameworks for this stage. Assuming that the school manager plays an extremely relevant leadership role with the school in this implementation and, consequently, for ensuring the quality of Early Childhood Education, which can have an impact on reducing educational inequalities in the later stages of schooling. To this end, it follows the theoretical line based on dialectical materialism in order to highlight the importance of social practice for the transformation of reality, as Kosik (2002) points out. In this sense, it presents as a product of the research an e-book, aimed at managers of early childhood education institutions in order to contribute to the quality of educational processes with children from zero to five years of age. It discusses the conceptions of Childhood and Child as central categories in this stage of basic education based on authors among which stands out Hewyood (2004), Ariès (2006), Oliveira (2011) and Sarmento (2005, 2013). It explains the legal frameworks of Early Childhood Education and the perception of theorists about this legal support, highlighting the following authors: Kuhlmann Jr. (2001), Kramer (2006), Campos and Rosemberg (2009), Abuchaim (2018). It brings in its bulge discussions on the importance of the quality of early childhood education for the reduction of educational inequalities from the contributions of Coleman (1966), Crahay (2002, 2013), Campos (2011, 2013, 2020) Heckman (2006, 2012), Campos et al. (2011) as well as presents a brief history of education management from authors such as Sander (2007), Souza (2009), Lück (2015) and addresses the dimensions of school management in the light of Lück's contributions (2009, 2013, 2014), Paro (2011), Libâneo, Oliveira and Toshi (2012), Libâneo (2015) and Souza (2021). The theoretical-methodological course of this investigation is anchored in a qualitative approach, of descriptive nature. The data collected through a questionnaire elaborated through the Google Forms executive tool and through semi-structured interviews conducted with two managers were analyzed and categorized in order to allow a better visualization of the results. The research showed that the manager can contribute to ensure the right of children to a quality education with certain limitations imposed by the challenges faced in the face of the failures of the public authorities.