Gestão escolar e desigualdades sociais e educacionais: um olhar sobre a práxis das equipes diretivas em escolas públicas municipais

Abstract

This thesis, entitled School Management and Social and Educational Inequalities: a look at the praxis of management teams in municipal public schools, develops the theme of school management and inequalities in basic education. It aims to investigate the praxis of school management teams in the face of inequalities in municipal public schools of basic education in Esteio/RS. The research problem is: how is the praxis of school management teams in contexts of resurgence of inequalities, in municipal public schools of basic education in Esteio? It was also sought to understand the praxis of these teams looking at the contexts in which the schools are inserted, as well as at the global health crisis of Covid-19 (2020-2021). Also, to know the conceptions of management and inequalities by managers, as well as their practices, identifying those of facing inequalities. This is a qualitative research, which uses, for the production of data, the reflective interview, based on the studies of Szymanski, Almeida and Prandini (2002), and Document Analysis, based on the studies of Cellard (2012). For data interpretation, Content Analysis is used from Minayo and Gomes (2002b, 2006). The documents analyzed are theses, dissertations, and articles in the Literature Review; institutional documents, such as: PME (ESTEIO, 2015a), School PPPs (period between 2017-2022) and Field Diary (2019-2021). A study of Brazilian academic production (1998-2020) on school management and inequalities in basic education is presented. It was found that the pandemic transposed the teaching and learning environment to digital, causing a change in the locus of learning/teaching, requiring the reinvention of praxis by school management. Among the conclusions, I highlight the understanding that school is increasingly necessary for our society; socioeconomic inequalities overlap school inequalities, promoting and intensifying non-learning, access difficulties, precarious access, and dropout in contexts of recrudescence of inequalities.