A atuação do diretor de escola na materialização da Base Nacional Comum Curricular: uma análise a partir da visão dos diretores de escola da rede Estadual de educação do município de Leopoldina

Abstract

When reflecting on education in Brazil, the challenges already overcome and the path that still needs to be taken to guarantee its provision as a right, it is necessary to debate the management of education. It must be recognized that ensuring good management of education at its various levels is an important factor in obtaining good results. In this context, school principals are one of many important actors in ensuring quality education. The main objective of this work is to investigate what the role of school principals has been, from a pedagogical management perspective, in the context of school practice, in the process of materializing a public policy, in the specific case of a curricular policy - the BNCC. The Policy Cycle Approach, proposed by Ball and Bowe, was the theoretical framework used to carry out our analysis. We take into account the entire political cycle proposed by the reference authors, but we are dedicated to trying to understand our object of study in the context of practice. The qualitative methodological approach was used to carry out the research and its field of study was state high schools located in the city of Leopoldina/MG. From the deepening of concepts through a bibliographical study and the application of questionnaires and interviews and also in a process of dialogue with official documents, the research confirmed that in the neoliberal context, of insertion of managerialist principles in schools, it is The school director is assigned the role of manager, administrator, even when the subject is the execution of a public policy of a pedagogical nature, such as the BNCC. It was also possible to understand that, following a process of decentralization, the school director was burdened with bureaucratic tasks that prevented him, for reasons of time, from taking part in the discussion and construction of a fundamental pedagogical policy for the functioning of the school, what the school curriculum is like. When the subject is the BNCC, from the data collected, it was possible to understand that the school director acts more in the sense of being responsible for controlling its execution, rather than being part of the process of making it effective within the context from school.