SciELO - Scientific Electronic Library Online

 
vol.37 número132Children’s performance in written language and teacher’s perceptionDidactics within the multi/intercultural perspective: developing a proposal índice de autoresíndice de materiabúsqueda de artículos
Home Pagelista alfabética de revistas  

Servicios Personalizados

Revista

Articulo

Indicadores

Links relacionados

Compartir


Cadernos de Pesquisa

versión impresa ISSN 0100-1574versión On-line ISSN 1980-5314

Resumen

MARTINS, Angela Maria. Public school management: analysis of an intervention proposal. Cad. Pesqui. [online]. 2007, vol.37, n.132, pp.711-730. ISSN 1980-5314.  https://doi.org/10.1590/S0100-15742007000300010.

The aim of this text is to broaden the perspective of the analysis of a tension area that has emerged in the school environment, by means of two movements: a. the resignification, rereading or reinterpretation processes of the set of rules and regulations by teachers, principals, and coordinators of public schools; b. the way they apply such processes to their teaching and management practices, considering the contexts in which they have been educated and practised their profession. It was assumed that in such setting working relationships are established on one tripod: a. the set of laws and regulations (predictable and relatively stable, given that their modification requires political negotiation processes and/or changes in the executive sphere); b. the informal regulations which are set and negotiated among counterparts on a daily basis in face of real work situations (unpredictable); c. the social and economic factors that determine an increasingly unpredictable area of unique practices given the deepening of the social, economic and value crisis which pervade contemporary capitalism.

Palabras clave : PUBLIC SCHOOL; MANAGEMENT; CONTINUOUS EDUCATION.

        · resumen en Portugués     · texto en Portugués     · Portugués ( pdf )

 

Creative Commons License Todo el contenido de esta revista, excepto dónde está identificado, está bajo una Licencia Creative Commons