O docente-gestor no âmbito do Centro Pedagógico/UFMG e a BNCC: breves reflexões sobre a gestão escolar

Abstract

The purpose of this article is to address questions regarding the daily life of school management at the Laboratory School of UFMG (Centro Pedagógico), addressing questions in order to (re)think the action, training and professionalization of teachers as School Managers, since the complexity of the task exceeds the ability to manage human and financial resources, mainly in the public sector, as it encompasses the school and university community, as well as the entire social, political and economic context, on the macro and micro scales, which may or may not contribute to directing actions related to financial-administrative management (related to, for example, the existence and sustainability of material and human resources) and the qualitative progress of pedagogical practices (which often depend not only on educational planning to occur, but also on cash flow and financial investments). These challenges, placed in the light of the (Brazilian) National Common Curricular Base, indicate that the Brazilian laboratory schools insistently remain in an existential limbo, since the recent Government normative document does not foresee, among the competences listed therein, some issues that are specific to this group of schools. As a methodology to support this discussion, Action Research was used, considering the immersion of the authors in the context of the questions raised. The results indicate that there is a need for initial and continued professionalization of the school manager, since in general there is no anticipated preparation, nor prior training to monitor, analyze and reassess previously implemented management practices, as well as adequately plan future ones. actions, based on the proposals presented when applying for the position. The text ends by considering the need for dialogue and partnership with both previous administrations and future managers, both for the management transition and for the affirmation and consolidation of the institutional identity. There is also a need to define an ideal management time, for a full understanding of the organization and operation of the Institution and for the construction of a management profile that, being democratic, is at the same time autonomous and co-participatory.