A gestão escolar e o processo de organização educacional da escola.

Abstract

This study aimed to analyze the work of the school management in the pedagogical organization process in the school context, from the point of view of democracy, but also of essences elements for administrative and pedagogical organization of the school. Thus, we sought theoretical support in the literature on the topic, which highlights that the systematization and efficiency of public education in recent decades of Brazilian education are tracing a constructivist and integrationist dialogue between school management, vocational training and the exposed normative aspirations in Article 205 and 206 of the Federal Constitution of 1988 and the Law of Guidelines and Bases of Brazilian Education, Law, 9394/96. These contributions bring constitutional principles, as well as the size and precise adequadações for the development of a democracy with a focus on democratic management. Based on these rules, and with the theoretical reflection of authors like Luck, and among other thinkers on the subject, as well as contact with the subjects responsible for school management, if the current management, the school supervisor and the former management, today retired, we sought a methodological way for the construction of this scientific production of educational profile, historical and educational school management in line with the organization of the pedagogical work in the reality of the modern school. The pedagogical organization of the school from the perspective of democratic relationship between manager and their educational agents is something relevant to the effectiveness of both teaching and administrative organization of the school as the teaching-learning process. In this support, this research congruous positive results in the organizational process of the school, just what somatoriamente runs in school meetings and planning and own daily dynamics of the school, as a systematic range, in which the dialectic of education can make a clarifying way to view the results, both statistical and subjectively in the learning and performance of its members. It is therefore of paramount importance that the school management and how to manage the educational programs, are addressed in different interfaces under various optical and contexts, because the base of reflection is the way to identify the ineffectiveness of the educational system, to the point of enhance their potential for shared and dialectical form.