O caderno de boas práticas dos diretores de escola de Minas Gerais, sua relação com a prática docente e as repercussões deste instrumento nos resultados do PROALFA

Abstract

The work starts from the assumption that the Good Practice Booklet of the School Principal has contributed with a management more pedagogical and with better educational outcomes. Under this assumption was chosen a group of schools in the metropolitan region of Belo Horizonte to be analyzed. Schools, the object of this study, were selected from the number of classes of 3rd year who have done PROALFA and that attend the educational levels from elementary to high school in order this isn’t a variable that can affect the results of the research. The research sought to identify what actions the school’s management team are based on the best practices suggested by the Good Practice Booklet of the Principal, if there is a similarity among the practices of different schools and how these have been reflected in educational outcomes. Was used as a research tool the questionnaire and the documentary analysis from PROALFA results between the years 2006-2012. The selected school’s management teams were analyzed in different dimensions identified by scholars as Heloisa Lück and Thelma Polon. The analysis of the survey data has shown that the actions suggested by the Good Practice Booklet are considered by the management team effective teaching practices, consisting of planning and contributing to the achievement of good results in external evaluations. It is, therefore, an instrument that subsidizes their pedagogical work, helping to think in actions that increase the proficiency of the schools. From the ascertainment of the positive impact of the Good Practice Booklet in educational outcomes, I present a study proposal of this instrument throughout the school community as a way to spread the teaching role of school management, further suggesting its complementation with proven successful practices developed by schools and a more detailed these good practices. This complementation aims a better ownership by schools managers, concrete actions, achieving greater convergence among the actions they implemented in the schools.