Identity with a teaching profession in the school effectiveness framework

Submitted by Kelson Anthony de Menezes (kelson@ucb.br) on 2017-01-18T12:47:25Z No. of bitstreams: 1 MagalideFatimaEvangelistaMachadoTese2012.pdf: 12012 bytes, checksum: 35483ebe35e72a71a9f3ed9a335db288 (MD5)Made available in DSpace on 2017-01-18T12:47:25Z (GMT). No. of bitstreams: 1 MagalideFatimaEvangelistaMachadoTese2012.pdf: 12012 bytes, checksum: 35483ebe35e72a71a9f3ed9a335db288 (MD5) Previous issue date: 2012-11-21This study examined with a topic that has gradually become the center of attention for researchers in Educational Management: effective schools. The main goal was to meet the current institutional demands to describe the school management practices that have led two Elementary School units of the Public School System, final years, being located in peripheral regions, in 2009, to reach an Ideb index growth goal higher than that of the Federal District. For that purpose, the concept of effective school was adopted as the one that is capable of developing strategies that take its students?? social origin into account. For the methodological development of the study, it was adopted the quali-quanti approach of a descriptive-analytical nature, based on Case Study. The data were generated by in loco observations, documental analysis and questionnaires addressed to the teachers, the managing team, and the 9th grade students. Semi-structured interviews were also, carried out with the principal and three teachers from each school, encompassing different areas of knowledge. Each school wasseparately analyzed, and their identification and characterization aspects?? were detailed integrated as an object of study. As regards to the method of analysis and data categorization, the Collective Subject Discourse and the Content Analysis were adopted. After detailing the tools analysis procedures and the discussion of generated data, the research??s partial results were developed, and then the evidences obtained at each school were revealed without comparing them with one another. The strategy adopted from the methodology until the organization of results allowed the discovery of a humanizing view of the school effectiveness, which transcended the domain of academic learning, usually taken into account at such occasions. The researcher detected the impossibility of identifying ???exceptionalfactors???, that, in itself, would per se lead to the characterization of the schools researched as being ???effective schools???. The results indicated the existence of a combination of factors, that acted in an interconnected manner, forming a network of significations whose dynamics favored proficiency in both schools and was linked to the schools?? leadership style. Also, this differentiated view of the issues that involve the search for effectiveness resulted the creation of what was called the ???Weave of School Effectiveness???, a phenomenon brought to consideration, found the central element in both schools, the identity with the teaching profession, which proved to be responsible for the teaching school atmosphere and for the ensuing transformation of the school into an environment conducive to learning.O estudo versou sobre um tema que tem, gradativamente, ocupado o centro das aten????es de pesquisadores da Gest??o Educacional: escolas eficazes. Como objetivo principal, almejou contribuir com as atuais demandas institucionais, no sentido de descrever as pr??ticas de gest??oescolar que levaram duas escolas da rede p??blica do Ensino Fundamental, Anos Finais, localizadas em regi??es perif??ricas, a atingirem, em 2009, meta de crescimento do Ideb superior ?? meta do Distrito Federal. Para tanto, adotou-se a concep????o de escola eficaz como sendo aquela que consegue desenvolver estrat??gias que levam em conta a origem social deseus alunos. No desenvolvimento metodol??gico adotou-se a abordagem quali-quanti, de natureza descritivo-anal??tica, baseada em Estudo de Caso. Os dados foram gerados das observa????es in loco, an??lise documental e question??rios dirigidos aos professores, equipe gestora e alunos do 9?? ano. Utilizou-se, ainda, a entrevista semiestruturada, realizada com a diretora e tr??s professores, em cada escola, abrangendo ??reas distintas do conhecimento. Cada escola foi analisada, separadamente, integrando-se, em seu contexto, aspectos de identifica????o e caracteriza????o, enquanto objeto de estudo, de forma particularizada. Quanto ao m??todo de an??lise e categoriza????o dos dados, adotou-se o Discurso do Sujeito Coletivo ??? DSC e a An??lise de Conte??do. Depois de detalhados os procedimentos de an??lise dos instrumentos e a discuss??o dos dados gerados, procedeu-se ?? elabora????o dos resultados parciais da pesquisa, espa??o em que foram reveladas as evid??ncias obtidas de cada escola, sem compar??-las entresi. A estrat??gia adotada, desde a metodologia at?? a organiza????o dos resultados, permitiu a descoberta de uma vis??o humanizadora da efic??cia escolar, a qual transcendeu o dom??nio da aprendizagem acad??mica, comumente levado em conta nessas ocasi??es. A pesquisadora observou que n??o foi poss??vel identificar ???fatores excepcionais??? que, por si s??, levariam a caracterizar as escolas pesquisadas como ???escolas eficazes???. Os resultados indicaram a exist??ncia de uma conjuga????o de fatores, os quais atuaram de forma interconectada, formando uma rede de significa????es, cuja din??mica favorecedora da profici??ncia nas duas escolas,esteve vinculada ao estilo de lideran??a escolar. Essa vis??o diferenciada sobre as quest??es que envolvem a busca da efic??cia resultou, ainda, na cria????o do que foi denominado de ???Trama da Efic??cia Escolar???, fen??meno que trouxe como elemento central, encontrado em ambas as escolas, a identidade com a profiss??o de professor, a qual se mostrou respons??vel pelo clima escolar e pela consequente transforma????o da escola em um ambiente prop??cio de aprendizagem