Submitted by Renata Lopes (renatasil82@gmail.com) on 2015-12-11T12:41:30Z No. of bitstreams: 1 cassiadocarmopiresfernandes.pdf: 2553100 bytes, checksum: 01d628953d532869e28edffdde3c62f6 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2015-12-11T15:04:39Z (GMT) No. of bitstreams: 1 cassiadocarmopiresfernandes.pdf: 2553100 bytes, checksum: 01d628953d532869e28edffdde3c62f6 (MD5) / Made available in DSpace on 2015-12-11T15:04:39Z (GMT). No. of bitstreams: 1 cassiadocarmopiresfernandes.pdf: 2553100 bytes, checksum: 01d628953d532869e28edffdde3c62f6 (MD5) Previous issue date: 2015-07-07 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Esta tese apresenta uma avaliação de resultados e efeitos do Curso de especialização em Gestão Escolar do Programa Nacional Escola de Gestores da Educação Básica (PNEGEB), considerando três dimensões: quem elabora (Ministério da Educação), quem implementa (Universidade Federal de Viçosa - UFV) e os beneficiários (egressos). Como ponto de partida, a premissa foi de que a formação de gestores provoca mudanças na gestão escolar, contribuindo para a melhoria da qualidade da educação pública. Na metodologia foram utilizadas de forma associada as abordagens qualitativa e quantitativa, com a realização de entrevistas semiestruturadas com um Gestor do MEC, uma Gestora do Grupo de Trabalho Interinstitucional do Programa, uma Gestora da UFV e cinco diretoras de escolas. Além das entrevistas foi realizado um survey online com 102 egressos. As análises dos dados foram viabilizadas pelo método de análise de conteúdo e por procedimentos estatísticos. Para justificar a pesquisa, delineou-se um estado da arte sobre avaliação de políticas educacionais a partir de dados do Banco de Teses/Resumos da Capes e dos anais da ANPEd (GT 5 Estado e Políticas Educacionais). O estudo teórico envolveu a caracterização do PNEGEB e a abordagem dos temas gestão escolar democrática, formação de gestores escolares, bem como a análise e avaliação de políticas educacionais, sendo apresentada a Abordagem do Ciclo de Políticas como o modelo escolhido para analisar o curso. A partir das análises empreendidas, é possível confirmar a hipótese de que os resultados e efeitos positivos do Curso são expressos num processo formativo de qualidade e que pode incidir sobre o desenvolvimento de uma gestão escolar democrática, segundo seus egressos. Contudo, no que tange às perspectivas, paira a insegurança quanto à continuidade do Programa, por ser uma iniciativa de governo. / This thesis presents an evaluation of results and effects of the specialization course in School Management of the Programa Nacional Escola de Gestores da EducaçãoBásica (PNEGEB) (Manager's School National Program of Basic Education), considering three dimensions, i.e., someone who plans (Ministry of Education), someone who implements [Universidade Federal de Viçosa (UFV) Federal University of Viçosa], and the beneficiaries (graduates). As a starting point, the premise is that management training causes changes in school management, contributing for improving the quality of public education. Associated qualitative and quantitative approaches were used as methodology, with the completion of semi-structured interviews with a Manager of Ministério da Educação e Cultura do Brasil (MEC) (Ministry of Education and Culture of Brazil), a Manager of the Inter-Institutional Working Group of the program, a Manager of UFV, and five Principals of schools. Besides the interviews, an online survey was performed with 102 graduates. The data analyzes were made possible by the content analysis method and statistical procedures. To justify the search, a status of the art about evaluation of educational policies was outlined up based on data from the Bank of Thesis/Abstract of Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) (Higher Education Personnel Improvement Coordination) and annals of Associação Nacional de Pós-Graduação e Pesquisa em Educação (ANPEd) (National Association of Graduate Studies and Research in Education ) (Grupo de Trabalho (GT) 5 - Estado e Políticas Educacionais (Work group 5 - State and Educational Policies). The theoretical study has involved the characterization of PNEGEB and the approach of democratic school management issues, training of school managers, as well as analysis and evaluation of educational policies; and the Policy Cycle Approach as the chosen model was presented to analyze the course. On the basis of the undertaken analysis, it is possible to confirm the hypothesis that the positive results and effects of the course are expressed in a formative quality process and can focus on the development of a democratic school management, according to professionals proceeding from this course. However, with respect to the prospects, the insecurity remains as to the continuity of the program, because this is a government initiative.

From this investigation it can justly be asked what a leader is and why not all people are leaders. It is clearly evident that some people possess more innate leadership potential than others. It has subsequently been proved that leadership and leadership training is of great value to mankind. In this regard one can refer to Plato, Erasmus and Cawood who, despite living in different eras, all recognized the same crisis in leadership. Each concluded that the leadership crisis of his time could be bridged only by training. Great responsibility, therefore, lies upon the school as primary training centre, and especially the principal. / Educational Studies / M.Ed. (Teacher Education)

From this investigation it can justly be asked what a leader is and why not all people are leaders. It is clearly evident that some people possess more innate leadership potential than others. It has subsequently been proved that leadership and leadership training is of great value to mankind. In this regard one can refer to Plato, Erasmus and Cawood who, despite living in different eras, all recognized the same crisis in leadership. Each concluded that the leadership crisis of his time could be bridged only by training. Great responsibility, therefore, lies upon the school as primary training centre, and especially the principal. / Educational Studies / M.Ed. (Teacher Education)