Desafios da gestão escolar em escolas do campo

Abstract

The present study aims to analyze the challenges of school management in rural schools, based on the analysis of articles available in the Scielo and Google Scholar databases from 2014 to 2024. The methodology of this research consisted of a qualitative approach with a bibliographic analysis of the selected publications. The analysis revealed that the main obstacles faced by school management in rural areas include a lack of infrastructure, inadequate continuing education for education professionals, difficulty in building ties with the community, and the absence of specific public policies. Another prominent challenge is the effective implementation of democratic and participatory management, which remains limited in many rural schools. The results indicate that valuing local knowledge, strengthening the collectively constructed political-pedagogical project, and fostering the connection between school and community are fundamental elements in overcoming these difficulties. It was also found that the role of school principals in rural areas requires specific competencies, sensitivity to local realities, and a commitment to inclusive and emancipatory practices. The study reaffirms that rural schools should be recognized as spaces of resistance, belonging, and collective knowledge-building, emphasizing the importance of public policies aimed at valuing rural education and training professionals committed to this context. It is concluded that rural schools must be understood as spaces of resistance and belonging, with political and collective commitment being essential to ensuring contextualized and quality education.