Emoções e decisões no âmbito da gestão e coordenação escolar

Abstract

This paper aims to understand the emotions in the peer relationship, that is, between teachers, especially on issues that take into account management decisions in the school context. The school environment is necessarily the space of the coexistence of differences, differences in the constitution of subjects, age, racial and gender differences, territorial belonging and also differences in personalities. At the same time, school subjects, especially education professionals, have commom goals, such as promoting democratic education. The overall goal was understand how school management builds democratic school management practices that take into account the emotions of school subjects a public scool in the city of Belo Horizonte/MG. Recent works in the field of education have privileged a look at the emotions in the educational field. For the development of this research and action plan, the observation participants of the school routine and the interviews with five educators were methodological resources. For good peer relation, management, and democratic school coordination, it is believed that emotions need to be reflected. Ignoring emotions is not a possibility in a work environment that involves social relationsships, dialogue and interaction. We verfied that in the school routine there are moments of relaxation, laugther, relaxation. With this, management and coordination can establish strategies, dynamics and activities for the faculty to (re) know each other, establish relationship of identity and exchange.