EDUCATIONAL POLICY, THEORY AND PRACTICE OF TRAINING ON SCHOOL MANAGEMENT

Abstract

This essay shows a survey  conducted by the group of study  and Interdisciplinary Training (GEFI-PROPP/UFMS/CNPq) in space and time that operate in school management of basic education is contextualized in the town of Tres Lagoas/MS and, through extension projects develops continuing education in partnership with university administrators, teaching coordinators, teachers as well as advisees graduate and   post gradueted. It discusses to educational policy in normalized laws, theories in the field of school administration and management, and the routing of the proposed curriculum in their educational institutions. The methodology, grounded by collaborative action research, enables knowledge, mediated by questions regarding the performance of managers in complex tasks of managing the human and material resources of educational institutions. In this training process take as assumption that one of the roles of management is to organize, plan teaching and learning by ensuring equal opportunities for all students. In this context notes that  the democratic administration it’s already part ofthe Brazilian scenery  over more ten years with  wide dissemination but  it’s not still  fully effectively remaining theoretical gaps and strategies to work collectively. With data collected through a questionnaire and statements recorded in the meetings it concludes that  there is the existence of the Authority seated on  the remaining upright bureaucratic administration and the strength of community members in participating in the collegiate bodies.  On the other hand, the improvement of the quality of teaching and learning to guarantee equal opportunities are  supported  only on education programs without observance of internal and external evaluation processes with curricular actions to improve quality  .It is observed that the formative program confirms that the subjects participants improve the understanding of their role in the negotiation and there is evidence  collective actions in preparation of the pedagogical planning and routine meetings with teachers.