Trabalho de Conclusão de Curso de Especialização
Políticas públicas e gestão educacional: aprendizagens na formação inicial
Autor
Trindade, Thais Pulgatti
Institución
Resumen
This work is part of a research which was carried out for the Specialization Course in Educational Management (research line in Public Policy and Educational Management), of the Center of Education, at Universidade Federal de Santa Maria (UFSM). In this investigation, we aimed to understand the conceptions that teachers have on public policy and educational management and importance of such conceptions for the formation of the educator. This study is characterized as a qualitative research, which was developed from the sociocultural narrative approach, based on narratives of former teachers of the Education Major (daytime). The main authors that directed the research were Marcelo García (1999); Lück (2006, 2007 e 2008); Libâneo (2005); Alarcão (2001); Isaia e Bolzan (2004), Bolzan (2009); for methodological studies we used the investigations of Bauer and Gaskell (2002); Sarmento (1994); Cellard (2008); Flick (2004 and 2006); Lück (2009); Bolzan (2006), among others. Thus, the study has two categories: Educational Management and Public Policy. The Educational Management is related to the conception that teachers have on educational management, the importance of the concept of educational management for the formation of the educator, the organization disciplines that address the concept of educational management in the curriculum of the Education Major and the strategies that are used by teachers in their workplace in order that students have a better understanding of the concepts of educational management. And the Public Policy, which is related to the conception of teachers on public policy, the importance of the concept of public policy for the formation of the educator, the organization of the disciplines that address the conception of public policy in the curriculum of the Education Major and the strategies that are used by teachers in their workplace in order that students have a better understanding of the concepts of public policy conceptions. From this research, it became clear to us that most teachers understand educational management as the organization of the school and that it also happens in the classroom. However, some teachers understand the educational management and institutional organization, not referring their achievement/accomplishment in the classroom at any time, we also point out that these teachers do not know the curriculum of the Major and they do not know in which periods are disciplines that address the concepts of management education and public policy. We also observed that teachers try to bring to their classes many examples of the day-to-day that can be related to the theoretical conceptions, allowing different situations and discussions for students, despite the disciplines in which they are inserted do not bring concepts of educational management and public policy. Thus, in view of the narratives and study, we noticed some gaps in initial training, becoming evident that we need to rethink the curriculum of the Education Major and reflect on teacher training. We slso noted the importance of all teachers who work with the disciplines of the Education Major know the curriculum, so that they can work together with other teachers, making an interaction with other disciplines, thus providing a significant learning for students in initial training.