Contribuições da gestão escolar para o engajamento docente

Abstract

The present dissertation discusses aspects of School Management and Teacher Engagement in municipal schools that offers the Initial Years of Elementary School in the city of Erechim/RS. Based on the General Objective of understanding how school management actions can contribute to the engagement of teachers in working with students in the Initial Years of Elementary School in municipal schools in Erechim/RS, Specific Objectives were also elaborated to develop this study, which are: To analyze the theoretical contribution regarding school management; Discuss the issue of engagement; Verify the relationships between the intentionality of the management team's actions and the pedagogical practices of these pedagogues based on conducting interviews with the management team and delivering questionnaires to the teachers involved in the research; Point out important aspects that contribute to the engagement of teachers at working in the Initial Years of Elementary School in the city of Erechim/RS from the elaboration of an e-book to be made available to the schools participating in the research. For this, two theoretical chapters were built on the central themes of this research, using Libâneo (2018) and Paro (1988, 2000, 2007) as the main bibliographic sources to talk about School Management, and to discuss Teacher Engagement the main references were Rigo, Moreira e Vitória (2018) and Nascimento (2021). The research is qualitative in nature and was carried out through two data collection processes. The first of them was conducting interviews with the pedagogical coordinators of the municipal schools that attend the Initial Years of Elementary School in Erechim/RS, which add up to seven schools in total. The second procedure was the application of questionnaires with the regent teachers of these same schools. Both data collection instruments addressed the conceptions of School Management that are established in schools, as well as aspects related to teacher engagement that are triggered from these conceptions. In the end, seven pedagogical coordinators and a support teacher participated, as well as 50 regent teachers. The data analysis constructed from this material points out that the conceptions of School Management that are more present in these schools are similar to democratic-participatory management, although not all the dimensions that involve this type of management are developed in their totality and fullness in the institutions. As for teacher engagement, it was possible to verify that school management can significantly impact the process of teachers' involvement with issues related to the school as a whole and, mainly, to the pedagogical practices developed with students. However, it was noticed that there is no specific planning designed for engagement, that is, actions related to it take place in a more subjective and spontaneous way, according to the conceptions of each pedagogical coordinator. It is concluded, therefore, that there is a close relationship between School Management practices and Teacher Engagement, which can enhance or repress it, according to the form of leadership and organization of the management team.