Experiência, escuta e diálogo : uma descrição compreensiva-hermenêutica na constituição do ser-gestor-escolar

• Ano de defesa: 2016
• Autor(a) principal: Oliveira, Alexsandra dos Santos
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Doutorado em Educação; Centro de Educação; UFES; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: School manager; Being-a-school-manager; Ways-of-being; Phenomenology; Existentialism; Dialogues; Administrador de la escuela; Ser diretor de la escuela; Forma-a-ser; La fenomenologia; El existencialismo; Diálogos; Diretores escolares; Escolas - Organização e administração; Escolas públicas; Existencialismo; Experiência; Hermenêutica; Freire, Paulo, 1921-1997; Heidegger, Martin, 1889-1976; Educação; 37
• Link de acesso: http://repositorio.ufes.br/handle/10/8552

The reading of the world of the school manager, the investigated phenomenon, is defined by historical, political and economic conceptions on its ontological appearance, as there is a small academic production which indicates the absence of an investigative field for these theoretical and practical reflections. The investigative question that guided this research was: “What is and How is it being a school manager in the public school context? The objective was to understandingly describe in a hermeneutical dimension the experience of two school managers, both living a public school every day routine. Methodologically, it is inspired by phenomenology with the fundamentals of a qualitative research which opted for focusing on the experience, hearing and dialogue to think of being. The research subjects were two school managers, one of them a principal and the other one a vice principal. The research took place in a public school which is part of the Education Municipal System of Cariacica city (in Espírito Santo). The procedures and their ramifications included recorded, transcript, textualized, transcreated and literaturized interviews, a journal, photography, participant observation, documents access and analysis, and validation of the credibility and reliability premises as well as following the ethical rules. The theoretical triad brought us to the work of the philosopher Martin Heidegger, the educator Paulo Freire, and the Education philosopher Jorge Larrosa. The data analysis comprehended and interpreted the dialogues description, the everyday experience, and the hermeneutical circle principles on an experience and senses analysis. It contemplated interdynamic stages of an existential diving and reflexive distancing to unveil, reveal and testify the appearance, the movements and the senses of the investigated phenomenon. The interpretations announce the tradition, the tensions, the worries, the difficulties, the questioning, the reflections, the distresses, the educational system, the educational policy, the feelings (fear, passion, anxiety, guilty, …) and caring as they contemplate the investigation of a complex and hybrid phenomenon as a possibility to understand the being. Naming and projecting the experience as an occupation-job resulted on revealing three ways of being-school-manager: ways-of-being-on-whathappens, ways-of-being-on-what-touches, and ways-of-being-on-what-takes-place. 10 The understanding of the interdynamics of the phenomenon movements, that are against the linearity, reveals the coming and going of the management manifestations of the administrative, pedagogical, financial, educational political, training, evolutional matters and the conflicts on managing/administrating a public school. Being-a-schoolmanager was understood as being-in-the-world, Dasein, which comprehends beingthere, being-with, being-in, being-just-given and being-oneself. Totality/singularity, objectivity/subjectivity, impartiality and intersubjectivity on the ontological vocation understanding. This investigation moved on a sandy field as it thought the being-aschool-manager from ontological, phenomenological, existence and dialogical foundations by aiming at opening and allowing the evidence of a question within the academic and investigative demands of a phenomenon by privileging the being, the experience and the dialogue on comprehensively descriptions of a reality.