Gestão escolar eficaz: o diferencial de uma escola em contexto de vulnerabilidade social

Abstract

The present research aimed to investigate which were the managing courses of action taken at a school located at an adverse social context with high social vulnerability, so that its students reached satisfactory achievement levels in systemic assessment. To do so we investigated the managing courses of action implemented in the three year period 2009/2011 which enabled the students’ satisfactory achievement in the assessment: municipal assessment – Avalia BH, state assessment – Program of Literacy Assessment (PROALFA, in Portuguese) and federal assessment by the Ministry of Education and Culture (MEC, in Portuguese) – Basic Education Development Index (IDEB, in Portuguese). We found three interconnected factors which are responsible for the school’s efficacy: the organization of the management, focusing on the leadership of the management team, the pedagogical emphasis and the good school atmosphere present in the unit in question. The school management was analyzed from theoretical references of Heloísa Lück, Mônica Peregrino, Marcelo Burgos, Thelma Polon, Pam Sammons, Franco and Bonamino among other authors who deal with school efficacy in contexts of high social vulnerability. Aiming to improve the management in such school, as well as to ensure the improvement of the quality of education at white public school in the snow, we outlined a Program of Improvement in School Management based on the researcher’s professional experience, considering the core factors that were responsible for the satisfactory results of the students and, consequently, the school efficacy.