Brazil: Leadership in Brazil

Mariano, Sandra Regina Holanda; Silva, Fabiane Costa e; Moraes, Joysi

doi:10.1007/978-3-319-23027-6_21

Cited by 9 publications

(26 citation statements)

References 29 publications

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“…Our own search leads us to believe leadership has not been studied deeply as a field of research on its own in Brazil. We agree with Mariano et al (2016) that international leadership frameworks have less influence in Brazil than in Chile and Mexico.…”

Section: What We Learned About Research On School Leadership In Latin Americasupporting

confidence: 78%

“…In the case of foundational documents, those providing broader reviews of leadership literature and/or policy for one or more countries in the region (i.e. Avalos, 2011; Mariano et al, 2016; Torres-Arcadia et al, 2016; Weinstein et al, 2014), the whole document was analysed. Research team members held weekly meetings for four months and compared notes and preliminary analysis via a shared drive.…”

Section: Methodsmentioning

confidence: 99%

“…decentralization and school democratization. These reform studies mention the impact of such policies on principals’ practices and on school management (Mariano et al, 2016). Another review suggests leadership research in Brazil focused mostly on principals’ training, practices and recruiting (Weinstein et al, 2014).…”

Section: What We Learned About Research On School Leadership In Latin Americamentioning

confidence: 99%

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School leadership in Latin America 2000–2016

Flessa¹,

Bramwell²,

Fernández³

et al. 2017

Educational Management Administration & Leadership

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School site leadership has commanded the attention of researchers and policymakers in Anglo-American jurisdictions for at least two decades, but little is known about how many other parts of the globe have addressed this topic. This paper reviews published research and policy documents related to school leadership in Latin America between 2000–2016. Applying rapid mapping techniques used for scoping studies, we review 359 research and policy documents and give ‘coherent, meaningful shape’ to what we know and what we don’t know about school leadership in the region. Attention in research and policy to school leadership in Latin America was relatively slow to arrive: whilst it grew steadily in the first decade of this century it remains low compared to other regions of the world. We provide an overview of the school leadership policy environment in several countries, describing recruitment, selection, evaluation, and job responsibilities of principals; relevant leadership frameworks; and requirements for training or professional development. We speculate on what might explain the diverse ways that school leadership has been taken up in the region: degree of school system centralization; policy borrowing; stage of development; technocratic problem solving; and neoliberal accountability.

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Section: What We Learned About Research On School Leadership In Latin Americasupporting

confidence: 78%

Section: Methodsmentioning

confidence: 99%

Section: What We Learned About Research On School Leadership In Latin Americamentioning

confidence: 99%

See 1 more Smart Citation

School leadership in Latin America 2000–2016

Flessa¹,

Bramwell²,

Fernández³

et al. 2017

Educational Management Administration & Leadership

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“…La evidencia indica que, con escasas excepciones, los directores enfrentan una multiplicidad de funciones, generalmente más de veinte (WEINSTEIN; HERNÁN-DEZ, 2016). Por ejemplo, los directores brasileños son responsables de gestionar los recursos de la escuela y el desempeño escolar (MARIANO et al, 2015) y los directores mexicanos promueven la creación de una identidad en el colectivo escolar (TORRES-ARCADIA et al, 2015). También son responsables de cumplir con las demandas sociales del plan nacional de desarrollo y con los temas administrativos de la secretaría de educación pública (TORRES-ARCADIA et al, 2015).…”

Section: El Liderazgo Educativo En América Latinaunclassified

“…El cargo de director suele ser un nombramiento político relacionado con el proceso electoral, más que con las competencias (MARIANO et al, 2015), y muchas de sus obligaciones y conductas están determinadas por las fuerzas políticas. Por ejemplo, el sindicato nacional de trabajadores de la educación de México es una fuerza política que ejerce una influencia significativa en el sistema educativo.…”

Section: El Liderazgo Educativo En América Latinaunclassified

El surgimiento de la gestión educativa como campo de estudio en América Latina (The emergence of educational management as a field of study in Latin America)

Oplatka¹

2019

REVEDUC

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En este artículo el autor aboga por la creación de un campo de estudio de la gestión educativa específicamente orientado a los contextos educativos latinoamericanos y critica la adopción ciega de conceptos importados y teorías foráneas. Apoyándose en la literatura de la sociología del conocimiento, de la investigación en educación y de la epistemología de las ciencias, analiza sucintamente el desarrollo de la gestión educativa como campo de estudio anglo-norteamericano, para luego focalizarse en las principales diferencias entre los sistemas educativos y el liderazgo escolar latinoamericanos y en las naciones anglo-norteamericanas. En su conclusión, el autor sugiere cuatro desafíos para los académicos e investigadores latinoamericanos centrados en la gestión educativa y el liderazgo, entre los que destacan la generación de conocimientos aplicados desde y para el sistema educativo latinoamericano y la exploración de nuevas áreas de estudio específicas a los contextos latinoamericanos.

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