O posicionamento de gestores escolares sobre a formação continuada ofertada pela SEED às equipes gestoras de escolas do NRE/PG-PR

Abstract

This study integrates the research line of Teaching and Learning of the Graduate Program in Education at the State University of Ponta Grossa, and investigates the continuing education of school management teams linked to the Regional Education Center of Ponta Grossa-PR (NRE/PG-PR). The central problem of the study is: What is the positioning of school managers regarding the contribution to their practice, of the continuing education offered by the State Department of the State of Paraná to the management teams of the schools belonging to the Regional Education Center of Ponta Grossa-PR?Thus, the general objective was defined as: To understand the positioning of school managers regarding the contribution, to their practice, of the continuing education offered by the State Department of Education of the state of Paraná to the management teams of schools belonging to the regional education Center of Ponta Grossa-PR.To this end, the following specific objectives were formulated: Analyze the offer and organization of continuing education from NRE/PG-PR for school management teams;Identify the training demands of school managers and their relationship with the continuing education offered by NRE/PG-PR; Recognize the contributions and possible weaknesses in the continuing education offered by NRE/PG-PR to school management teams. It is argued that school managers need to have their experience considered in the process of building andimplementing continuing education so that it is perceived by them as contribute in their practice.Spaces for discussion and reflection on different themes are essential for school managers, as without them they may not be able to clearly define their training needs and consequently, not make transformations in their reality in which they are inserted. Continuing education based on a managerial bias generates a workload for school managers, causing them to feel estranged from the knowledge being proposed to them.This estrangement will generate different positions on the part of the managers,and new types of relationships may arise as a form of resistance to what is established. It is argued that only the democratic bias of continuing education can truly represent the formative complexity required for the exercise of school management. The research is based on discussions about the concept of experience, according to Thompson (2021), and on the epistemological axis of theory as an expression of practice, in Santos (1992) and Martins (1989; 1998). In this sense, the investigated context is considered from the practical action of the participants in their work environments, not as predefined beings,but as acting subjects capable of transforming reality. The theoretical framework used is based on studies about continuing education (García, 1999; Imbernón, 2011; 2013; Nóvoa, 2017) and school management (Lück, 1998; Ferreira, 2006; Libâneo, 2009; Pinto, 2011; Paro, 2015). The research was developed with the pedagogical technique of NRE/PG-PR, responsible for the continuing education of school managers, and with the Members of the management teams of 11 schools from NRE/PG-PR. The data were collected through documentary analysis on continuing education, interviews with participants, and focus group discussions. The methodological approach is qualitative,and the data were analyzed through content analysis (Bardin,2020). It is concluded that the positioning of school managers in response to the concept of continuing education offered by SEED-PR occurs in three ways, namely: resistance; compliance/passivity; agreement/collaboration. It is considered essential to organize a proposal for continuing education for school managers based on the democratic perspective of school management. Aiming at transforming reality through the production of knowledge from practice, in which the subjects perceived in their historicity can be conceived as producers of knowledge and encouraged with time,space, and working conditions to analyze everyday issues.