Gestão de qualidade: o desafio da contemporaneidade

Abstract

This study examined the school management in contemporary and unveiled the officer making the school embodied in actions, feelings and intentionality, which marked its complex relationship with the work. The performance of the school manager entangled by legal principles and anchored by the new requirements and technological gestoriais and in line with the demands of international and multilateral agencies outlined the scenario in question. The methodology used in this research was the qualitative method, quantitative research to dialogue with the prospect of embracing the complexity of this investigation. Understanding school management, anchored within the teaching profession, tangled with the prospect of quality expected of the school was the focus of this study. The design of the profile of these professionals and relations undertaken collected from questionnaires, tabulat ion and analysis of data allowed a better understanding with the semi structured interviews conducted. The analyzes of this study allowed make reflections on two distinct regions and to recognize their unique characteristics. Thus, the distance of the fields surveyed geography: the State of Minas Gerais - Brazil and the region of Porto - Portugal, with their respective distinct singularities provided an understanding of the action of the managing directors of schools. In this sense, while that found contradictions were also highlighted the similarities in the act of managing the school institution. The findings highlighted that this was your professional life trajectory hybridized with the profession. The work of the school manager introduced himself essentially a relational work in their plans, their actions and their ways of relating were also embedded in the dynamics in each school. Unlike what some research on the effect preach manager and map their guilt for not achieving the goals set, this study pointed out the impossibility of determining the effect director, just for his own performance. The analysis of this study showed that the relationships were permeated by the meanings of tradition, authority, trust and recognition and that mostly professional teacher understood the challenges in a positive connotation, associated with its own growth.