Desafios à gestão escolar em contextos adversos

Abstract

This research aims to analyze the challenges to school management in adverse contexts. It is a qualitative study, funded procedures bibliographic and documentary field. The field research was conducted in six schools peripheral Dourados-MS and documentary research Projects Political Pedagogical these educational units were read and analyzed. Data collection was developed through interviews with six coordinators who work in selected schools, working mainly in the early years of elementary school. The results reveal that the coordinators have difficulty working with students' families, however, the actions and interventions needed to ensure that problems are solved are not executed. We found that the actions undertaken in schools consist in reproducing projects arising from federal and municipal agencies, which reveals a hard school to plan and execute projects and actions aimed at their needs, beyond that limit their autonomy as to adopt projects outside their interventions needed are emptied because it has actually met the real needs of its agents and school. The coordinators indicate the difficulty, insecurity and lack of financial resources to invest in the continuing education of teachers, however, the training conducted in most schools come from municipal or federal government, through pre-set programs. Based on the data collected, we consider the situation experienced by schools demonstrates the need for initiatives that allow overcoming the barriers observed, ie, ―the adverse contexts‖, especially with regard to the actions of these professionals, we believe that many buildings need to be rethought, problematized and transformed so that the learning process becomes effective in educational site.