Gestão pedagógica no contexto de uma escola pública na periferia de Juiz de Fora: desafios e possibilidades

Abstract

The present dissertation analyzes the pedagogical management, through the performance of the management team, in a public school in the outskirts of Juiz Fora that presents positive results in the Basic Education Development Index (IDEB). The research is based on the premise that school management, especially in the pedagogical dimension, is one of the elements capable of promoting school success despite the social origin of the students. The study in question has had as theoretical reference the contributions of Fernando Abrucio, José Francisco Soares, Pam Sammons, among other authors, affiliated to the matrix of analysis and interpretation of the school called "effective schools". This is a qualitative research, based on the case study, using the following methodological tools: non-participant observation, questionnaire and semi-structured interviews. The results have shown that the pedagogical leadership exercised by the coordinator, the monitoring of the teaching work and the Learning Laboratory can be considered the main aspects that contributed to the success of the pedagogical management in the investigated school. However, bureaucratic pedagogical meetings and the lack of collective strategies that can minimize the negative impacts of the context on the student learning are some of the challenges to be faced by the management group. In this perspective, considering the relevance of the topic, the research has sought to contribute to the strengthening of the debate on the centrality of the pedagogical dimension in school management and to help managers reflect on how their actions can contribute to the improvement of educational processes in an adverse social context.