Prácticas Organizativas en las Escuelas Públicas de Alto Rendimiento en Brasil

Abstract

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.

Students’ Perceptions of Excellence in Chilean High-Performing Public Schools

“…This work can also contribute to knowledge on HPPS, which have been analyzed in dimensions that are detached from student subjectivities. These schools' admissions criteria (Allensworth et al, 2016), the higher probability of being accepted to an elite university (Mansfield, 2019;Dickson and Macmillan, 2020), the impact of these establishments on school segregation processes (Gorard and Siddiqui, 2018) and the organizational practices adopted by these schools (Moraes et al, 2020) have been the most common topics related to HPPS research, to date. This article is therefore a valuable contribution to those studies, introducing HPPS student perceptions of excellence into the discussion-a significant current subject of discussion.…”