Supervisão escolar na Rede municipal de ensino de São Paulo: desafios para o fortalecimento da gestão democrática

• Ano de defesa: 2020
• Autor(a) principal: Rodrigues, Maria Cristina [UNIFESP]
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Paulo (UNIFESP)
• Palavras-chave em Português: School Supervisor; Democratic Education Management; School Supervision Paulistana; Supervisor Escolar; Gestão Democrática Da Educação; Supervisão Escolar Paulistana
• Link de acesso: https://sucupira.capes.gov.br/sucupira/public/consultas/coleta/trabalhoConclusao/viewTrabalhoConclusao.jsf?popup=true&id_trabalho=10254652; https://hdl.handle.net/11600/64857

Democratic management is a principle that guides the Brazilian educational system and has been discussed in all levels, from the classroom to the central organs. Based on this premise, this research aimed to present the practices of school supervisors in the city of São Paulo in strengthening democratizing principles of education, analyzing the contributions and challenges experienced by these topics in the educational units, Regional Directorate of Education (DRE) and Municipal Department of Education (SME). The question that guided the research was to analyze how and to what extent the school supervisors of São Paulo have made it more severe or contributed to the reinforcement of democratic management in the educational units and in the construction of the educational policy of the municipality. References were searched in the production of authors who have discussed democracy in a broader historical context, as well as those who debate the democratization of the management of the Brazilian public school. The Career and Remuneration Plans – PCR and the Statutes of the Magisterium of the twenty-six Brazilian states plus the Federal District also served as the foundation and study material, with the objective of analyzing the presence of the school supervisor in these documents, compared with the supervisory action of São Paulo. Based on these assumptions, surveys were applied to school supervisors from São Paulo, asking them about their practices, including attend to the democratic instances of educational units, DRE and SME. The qualitative approach was used as a methodology for analyzing the data collected based on the categorization proposed by Bardin (2011) and Szymanszki (2018), and an interpretation of the results based on the meaning of the words and the speechs declared. The research data pointed to a process of transformation in the supervisory action of São Paulo, which defends in its statement categorically democratic management, but experiences all the tensions and disputes arising from a historically autocratic position and the need to oppose this concept by protecting democratic foundations in its action.