Política de formação continuada para diretores escolares: a relação entre as necessidades formativas e a oferta no estado de Mato Grosso do Sul

Abstract

The present Master's Dissertation in Education is located in the Research Line "Policy and Management of Basic Education" of the Group of Studies and Research State, Politics and Management of Education (GEPGE), Program of Post-Graduation in Education of the Federal University of Grande Dourados. It aims to relate the offer of continuing education to school managers of basic education, presented by the public power, with the possible demand made explicit by the school directors of the state of Mato Grosso do Sul. A critical methodological approach was used to: a) to relate Brazilian education reforms in the context of state reform, highlighting propositions for the educational and school management model after the 1980s; b) to make explicit the constitution of the figure of school director in the national scenario, highlighting the profile, the formation and the main incumbencies inherent to the function, from the first appearances of this position in the educational policy to the current context; c) analyze the relationship between the perception of the subjects regarding the need for specific continuing training for the position of school director with the actions taken by the state public power to remedy the demand. The research was treated in the light of the dialectical method and is based on bibliographical research, for understanding concepts and definitions; documentary, in order to know referrals, intentions, explicit and implicit propositions; and in the field research, through a questionnaire with open and closed questions. The development of research resulted in the following findings: 1) when considering continuing education as an extended training process in courses of improvement or specialization, it can be said that the actions taken by the state and municipal public authorities are small and disconnected with the real need training of subjects; 2) the understanding of continuing education that the state public authority possesses is linked to the conception that any form of orientation regarding the function that the subject exercises is characterized as continuous formation. Thus, there are a large number of service meetings and extension courses that are considered as continuing education; 3) The conception of management worked in the formative meetings offered in the state for the school directors are anchored in a conception of managerial and strategic management, evading the democratic principle recognized by the main educational legislations; 4) the state of Mato Grosso do Sul does not have a policy of continuing education for school administrators, even if there is a need for training. In response to the analysis, the answer to the central question was that the relationship between the needs for specific continuing training in school management and the actions taken by the public power are disproportionate, since there is a demand for this type of training and the actions are minimal.