A “realidade” de cada escola e a recepção de políticas educacionais

Rosistolato, Rodrigo; Prado, Ana Pires do; Martins, Leane Rodrigues

doi:10.1590/s0104-40362018002601074

Cited by 4 publications

(4 citation statements)

References 15 publications

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“…School dropout rates are also very high (26%) compared to OECD (4%) and Latin American countries (14%) (Pieri, 2018). Rosistolato, Prado and Martins (2018), when analyzing how school administrators in specific contexts receive the education policies defined at the federal level, have verified that education policy is often not fully understood by local managers. The misinterpretation of educational policy has generated two problems: the nonimplementation or the production of alternative interpretations that lead to implementation divergent in relation to public policy.…”

Section: Literature Reviewmentioning

confidence: 99%

Prácticas Organizativas en las Escuelas Públicas de Alto Rendimiento en Brasil

Moraes¹,

Manoel²,

Dias³

et al. 2019

REICE

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This research aimed to point out and analyse the organizational practices of the principals in high performance public schools in Brazil, considering the Basic Education Development Index. A multiple case study was conducted in six schools in Volta Redonda, municipality of Rio de Janeiro, in a longitudinal research. It was concluded that in these schools the principals have worked in the same school for more than 20 years, and whose work is recognized by the community that elected him to the position. Principals act to ensure the best results for the students while assuming the responsibility for making critical management decisions. The principals are fully active in the management teams and encourage the participation of parents. The principal of the studied high performance schools unequivocally show that their focus is on the students and their learning, by following up academically all students and offering individualized attention to those with learning difficulties. Finally, it was found that in all the school units, there is a relationship of partnership, respect and cooperation with teachers. The results showed that the involvement and commitment of the school administrators is fundamental for high performance in learning and for the continuous improvement of school performance.

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Section: Literature Reviewmentioning

confidence: 99%

Prácticas Organizativas en las Escuelas Públicas de Alto Rendimiento en Brasil

Moraes¹,

Manoel²,

Dias³

et al. 2019

REICE

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show abstract

“…No caso específico do Brasil, conforme demonstramos em Rosistolato et al (2018), leituras contextuais das diferenças socioeconômicas e culturais entre as crianças que frequentam as escolas públicas tendem a orientar as ações de docentes e gestores em unidades escolares. A noção de "realidade da escola" é recorrente nas falas dos profissionais da educação e orienta as ações pedagógicas de adequação entre o que deveria ser ensinado e o que, de fato, é oferecido para os estudantes.…”

Section: -Introduçãounclassified

Burocracia escolar e reprodução de estigmas sobre os estudantes e suas famílias

Rosistolato,

Pires do Prado,

Cerdeira

2023

Pro-Posições

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Resumo O artigo analisa os dados de uma pesquisa realizada com 23 gestores de escolas municipais do Rio de Janeiro, com o objetivo de investigar a relação da burocracia educacional com as famílias no decorrer dos processos de matrícula dos filhos. Mapearam-se, nas entrevistas em profundidade, as percepções dos gestores com relação aos estudantes e suas famílias, em parte orientadas por estigmas individuais e coletivos. Serão apresentados a tipologia proposta para interpretar esse conjunto de estigmas; a aplicação da tipologia na análise das entrevistas; e os argumentos quanto às ações dos burocratas, motivadas por tais estigmas. Os dados indicam que tais ações tendem a reproduzir desigualdades sociais de origem e a produzir novas formas de desigualdade no interior das escolas.

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“…In the specific case of Brazil, as shown by Rosistolato et al (2018), contextual readings of the cultural and socioeconomic differences among children studying in public schools tend to guide the actions of teachers and managers. The notion of "school reality" is recurrent in education professionals' discourse and guides the pedagogical actions of adequacy between what should be taught and what is offered to students.…”

Section: -Introductionmentioning

confidence: 99%

School bureaucracy and reproduction of stigmas in the students and their families

Rosistolato,

Pires do Prado,

Cerdeira

2023

Pro-Posições

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This article analyzes data from research with 23 managers of municipal schools in Rio de Janeiro that investigated the relationship between educational bureaucracy and families during their children's enrollment processes. In the in-depth interviews, we mapped managers’ perceptions of students and their families, partly oriented by individual and collective stigmas. We will describe the typology we proposed to interpret this set of stigmas, the application of the typology in the analysis of the interviews, and argue about the bureaucrats’ actions guided by these stigmas. Our results show that the bureaucratic actions tend to reproduce social inequalities of origin and produce new forms of inequality within schools.

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A “realidade” de cada escola e a recepção de políticas educacionais

Cited by 4 publications

References 15 publications

Prácticas Organizativas en las Escuelas Públicas de Alto Rendimiento en Brasil

Prácticas Organizativas en las Escuelas Públicas de Alto Rendimiento en Brasil

Burocracia escolar e reprodução de estigmas sobre os estudantes e suas famílias

School bureaucracy and reproduction of stigmas in the students and their families

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