As orientações da política educacional para a formação de diretores em Minas Gerais: condicionantes históricos na gestão escolar

Abstract

This research presents a study of the Public Policy for continued education for school principals in the state of Minas Gerais. The historical-social period considered in the analysis begins in the 1990s, under the framework of educational reform, and culminates in 2018. The general objective of the research is to analyze the pedagogical conception and the political perspective present in the programs developed by the Secretary of Education of the State of Minas Gerais (SEE-MG), in order to identify and understand the function of the continuing education policy in the configuration of the role and work of principals. Our hypothesis is that the work done by school principals in the state of Minas Gerais is being redefined, in form and content, in accordance with the new capitalist sociability, having the Public Policy of Continuing Education as an essential strategy. Specifically, we seek to identify and analyze: i) the principles, the goals, and the ethical-political assumptions that were the basis for the proposals for Continuing Education for School Principals in Minas Gerais since the 1990s; ii) the educational strategies that have been implemented by SEE-MG since then, seeking to elucidate the political and pedagogical meaning of the formulations; iii) the new attributions of school principals through these actions in order to understand the impacts on the nature of the work they do. The investigation is based on the methodological assumptions of the historical-dialectical materialism from the formulations of Marx and Kosik. Through bibliographic and documentary research, a theoretical study of descriptive-analytical nature was conducted in order to apprehend the ethical, political and ideological conceptions that guide the Policy of Continuing Education of School Principals of SEEMG. In addition to these aspects, the study is based on three categories of analysis Educational Work, School Administration and School Management, and Organization of Culture, from which it seeks to verify how the function of school management is configured in the capitalist sociability from the process of productive restructuring and the introduction of neoliberalism. The research concludes that i) the continuing education policy in Minas Gerais is based on three fundamental dimensions, namely: training/certification, evaluation, and accountability, which are mechanisms for regulation and control by the State over the work of school principals; ii) this policy is based on the perspective of education for the 21st century, on the pedagogy of learning how to learn and on the development of competence and skill patterns that express technical aspects related to the new demands of contemporary labor and ethical-political values related to the new ways of being, thinking and acting of individuals in the social relations established by the capitalist order; iii) the School Administration of the state public system, guided by the principles of managerialism, aims at the re-signification of the objective and subjective dimensions of the directive function and, finally, iv) school principals are organic intellectuals, that is, they act in the organization of culture from the school organization, as a political leader.