Este artigo discute o processo de democratização da gestão em Mossoró/RN, com
evidência nas mudanças ocorridas na prática do diretor escolar após processo
seletivo para assumir o cargo. Trata-se de uma pesquisa qualitativa com aplicação
de questionários aos profissionais atuantes nos estabelecimentos de ensino:
diretores, vice-diretores, supervisores e professores. Os resultados revelam que os
diretores são bem avaliados nos seguintes quesitos: permanência e presença na
escola, comprometimento com as questões pedagógicas, responsabilidade pela
educação pública. Contudo, a democratização da gestão permanece insuficiente para
desenvolver a independência e a autonomia dos diretores frente ao sistema,
demonstrando que a gestão democratizada precisa ser aperfeiçoada em suas bases
teóricas e práticas.
This article discusses the process of democratization of school administration in Mossoró/RN,
showing evidence of changes in the practice of the school principal after coming into office
through a selection process. This is a qualitative research project, in which questionnaires
were applied to professionals working in schools: principals, vice-principals, supervisors
and teachers. The results show that the directors are well evaluated in the following
categories: permanence and presence at the school, commitment to pedagogical issues, and
responsibility towards public education. However, the democratization of administration
remains insufficient to develop the independence and autonomy of principals from the
system, demonstrating that democratized administration needs to be improved in its
theoretical and practical bases.
This article discusses the process of democratization of school administration in Mossoró/RN,
showing evidence of changes in the practice of the school principal after coming into office
through a selection process. This is a qualitative research project, in which questionnaires
were applied to professionals working in schools: principals, vice-principals, supervisors
and teachers. The results show that the directors are well evaluated in the following
categories: permanence and presence at the school, commitment to pedagogical issues, and
responsibility towards public education. However, the democratization of administration
remains insufficient to develop the independence and autonomy of principals from the
system, demonstrating that democratized administration needs to be improved in its
theoretical and practical bases.
