Esta dissertação discute a supervisão escolar a partir do exame de sua origem histórica, baseando-se em pesquisa documental acerca do tema. Considerando a função do supervisor escolar conforme o que consta nos documentos legais, em outras publicações oficiais e o observado na prática desta profissional no universo da Secretaria Municipal de Educação de São Paulo (SME-SP), a investigação realizada ressalta possibilidades e limites dessa atuação profissional diante do compromisso com a educação pública. Com a intenção de trazer à tona a origem da supervisão escolar, foi necessário recorrer à história da educação no Brasil e no município de São Paulo, no período compreendido entre 1956 e 2004. Para isso, foi consultada a bibliografia sobre o assunto e foram examinados documentos oficiais do acervo da SME-SP. Partindo da compreensão de que a supervisão escolar pertence ao conjunto de meios para a realização do processo educativo, tendo como fim a formação humana, e que é inserida nesse processo por meio da administração escolar, nossa opção foi partir do conceito de administração em geral, com o propósito de entender a essência da administração e deixar bem claro o que preconiza a chamada teoria geral da administração, ou seja, que esta não é geral, como propalado pelo senso comum, mas restrita ao capitalismo. Examinar os conceitos de administração e administração escolar e, em seguida, situar a supervisão escolar teve como objetivo tomá-la como objeto deste estudo e buscar compreender qual a sua contribuição para uma educação emancipatória. Buscamos a melhor apreensão das ideias de gerência, burocracia e empresa, pois são termos recorrentes nos textos relacionados a administração, administração escolar e supervisão escolar. A partir da concepção de educação como atualização histórico-cultural do homem, e concebendo que este humano se constitui sujeito na relação com seus semelhantes, procuramos destacar a diferença entre educação emancipatória e educação bancária. Assim, enquanto esta considera o aluno como um receptáculo vazio que vai recebendo informações e instruções, aquela reconhece o homem como ser histórico, produtor de sua existência, em sua relação com o mundo e, portanto, promove a pergunta à realidade, que se faz a partir da inquietação e da dúvida, em oposição à constatação e à conformação silenciosas. Na direção dessa busca de problematização da realidade, foi imprescindível discutir a importância da assistência às escolas e sua abrangência. Na perspectiva de avançar quanto a essa assistência às escolas, foi citada a intersetorialidade como possibilidade de uma política pública integrada, baseada no diálogo entre diferentes setores do governo, com vistas à transformação da realidade percebida quando da problematização. Finalmente, diante do estudo realizado, as sínteses, ainda que provisórias, demonstram que há a possibilidade de transformação da supervisão escolar, destacando a assistência às escolas e ao seu projeto político-pedagógico, caracterizando o compromisso com a educação emancipatória. / This work is to discuss school supervision, from its historical origin examination, based in documental research about the theme. Considering school supervisor role according to legal documents, in other official publication and the observed in this professional practice at the Municipal Secretary of Education of São Paulo (SME-SP), the performed investigation highlights possibilities and limits of this professional practice against the public education compromise. Having the intention to bring up the origin of school supervision, it was necessary to refer to history of education in Brazil and São Paulo municipality, in the period between 1956 and 2000. For this, it was consulted the literature on the matter and examined official documents of SME-SP collection. From the comprehension that school supervision belongs to the media set for education process performance, having as purpose human development and that is inserted on this by school administration, our option was to start from general administration concept, with the intention of understand administration essence and clear what advocates the so-called general administration theory, in other words, that this is not general as is vaunted by the common sense, yet, restricted to capitalism. Examination of administration and school administration concepts and, then, locate school supervision had as purpose take it as object of this study and understand its contribution for an emancipatory education. We searched the best prehension of management, bureaucracy and enterprise ideas, as they are recurring basis in texts related to administration, school administration and school supervision. From the conception of education as historic and cultural actualization of man and, understanding that this human being is constituted as subject in the relation with his equals, we seeked to contrast the difference between emancipatory education and banking education. Thus, while the last one considerate the student as an empty vessel that receives information and instruction, the first one recognizes man as a historic being, producer of its existence, in its relation with the world, and, so, promotes the question to reality, that is made of unrest and doubt, in opposition to silent finding and resignation. On the search directions of reality problematization, it was indispensable to argue about the importance of school assistance and its scope. With the expectation of going forward in the school assistance, it was mentioned the intersectorial as possibility of an integrated public policy, based in dialogue among different departments of the government, aiming the transformation of the realized reality when the problematization was made. Finally, facing the performed study, the synthesis, although still transitory, show that it is possible to change school supervision, contrasting the assistance to school and its pedagogical and politic project, characterizing the compromise with emancipatory education.

Made available in DSpace on 2016-04-28T18:22:17Z (GMT). No. of bitstreams: 1 Rosangela de Almeida Costa.pdf: 2273639 bytes, checksum: 01e0c4b169d6a62bcb2ec1d5dd3b7829 (MD5) Previous issue date: 2011-05-23 / This project is about Aplicated Linguistics, following Liberali (2006) in which language organization provides the researching tools to understand and transform didactic concepts and practices, according with historical, politic and social questions. The goal is to analyze the work of the School Supervisor at the pedagogic coordination intending to the comprehension of the reading and writing skills in the public school. It s based on the Social-Historical-Cultural Theory, following Vygostsky (1930/1999, 1930/2000, 1931/1995, 1987, 1934/2001), Leontiev (1977), Bakhtin/ Volochinov (1929/1999) and the Magalhães (2010) discussions of critical collaboration. The research has been done in a public school in the periphery of São Paulo City. The production is composed by audio and video files of interviews and questionnaires. The analysis has been conducted intending to understand the context of lexical and theme organization and the production of new meanings of writing and reading skills / Esta pesquisa está inserido na Linguistica Aplicada, compreendida com base nas discussões de Liberali (2006), em que a organização da linguagem pode oferecer ferramentas para que pesquisadores organizem contextos de formação e pesquisa, para entender e transformar conceitos e práticas didáticas, com base em questões históricas, políticas e sociais. Tem como objetivo analisar o papel do Supervisor Escolar no contexto de formação continua do coordenador pedagógico, com foco na compreensão e transformação dos modos como leitura e escrita são enfocadas em uma escola da rede pública municipal de São Paulo. Mais especificamente, está voltado à compreensão dos sentidos e significados dos Supervisores Escolares sobre seus papéis nas discussões em contextos de formação continua. Está apoiado na Teoria Sócio-Histórico-Cultural, que compreende que a constituição do sujeito se da na relação com outros em um contexto no qual colaboração e contradição são centrais, considerando as relações sociais deste sujeito, tendo como referência Vygotsky (1930/1999, 1930/2000, 1931/1995, 1987, 1934/2001), Leontiev (1977), BakhtinNolochinov (1929/1999), bem como nas discussões teórico-metodológicas da pesquisa critica de colaboração de Magalhães (2010 e prelo) sobre colaboração critica que objetiva a análise das práticas realizadas para transformar as ações de maneira critica e colaborativa. A pesquisa foi desenvolvida em uma unidade escolar pública da periferia do Municipio. A produção de dados foi conduzida por meio de gravações em áudio e video e em entrevistas e sessões de discussão (sessões reflexivas) e de questionários. A análise dos dados foi conduzida para a compreensão do contexto de produção e das escolhas lexicais na análise do conteúdo temático, plano geral do texto, análise de turnos para a compreensão das organizações da linguagem no estabelecimento da colaboração critica e na produção de novos significados sobre leitura e escrita

University of Macau / Faculty of Education

This study investigated the role played by School Governing Bodies (SGBs) in addressing issues of democracy and social justice in schools. A case study was conducted in two rural primary schools from Ugu district in KwaZulu-Natal. The intention of this study was to highlight the factors that hinder full participation of all SGB members in public state schools, including rural primary schools. It was also to gauge the policies and strategies employed by SGBs when addressing issues of democracy and social justice in their schools. My study is a qualitative research which has utilized a case study approach. I have opted for a qualitative methodology because I intended to explore phenomena, (SGBs), in their natural settings and I was be able to use multi- data collecting methods, i.e. interviews, observations and document reviews, which enabled me to interpret, understand, explain and bring meaning to them (Anderson, 1998). I have opted for a case study approach because I was studying the particularity and complexity of two SGBs, coming to understand their activities within important circumstances, in this case, the SGB roles in addressing issues of democracy and social justice (Stake, 1995). The theories that underpin this study are democratic schooling and social justice. I have reviewed local and internal literature on parental involvement and social justice in this study. This project has afforded me with the opportunity to engage with SGBs through interviews and I have been able to gauge amongst other things, their understandings of the role that SGBs must play in addressing issues of democracy and social justice. I was also able to learn the frustrations experienced by SGBs when implementing the policies in schools. Some of these frustrations were due to the challenges that some educators and some parents pose for the SGBs in the day-to-day running of the SGBs. Based on the findings I have made some recommendations such as that schools must introduce class or grade representatives which could serve in some committees. Female learners could also be involved in activities such as debates in order to enhance their self-confidence. Policies that the SGBs use when addressing democracy and social justice in the schools could be translated into isiZulu to make sure that all stakeholders understand these policies. The Department of Education could also assist the schools in ensuring that parents in rural areas have access to ABET classes, where they can learn to read and write as well as acquire relevant skills. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2013.

This case study was located in the qualitative research approach under interpretive paradigm. The study explored school cultures associated with good academic performance in two selected primary schools in Lesotho, which perform well academically. It aimed to find out the types of school cultures of those schools and how they sustain their cultures. These schools are located in the Leribe district around Maputsoe area. The study was conducted by means of semi-structured interviews. Eighteen teachers were interviewed. The intention was to interview ten teachers in each school, but two teachers in Maliba School declined. Observation and document analysis methods were used for data production and verification. The findings of the study revealed several aspects involved in striving for good academic performance. There were lots of similarities in the findings in both schools. They were categorized into themes namely, time management, rituals and ceremonies, relationships within the school, teaching and learning processes; and school improvement and development. The findings revealed that subject teaching is the most appropriate technique and teachers choose subjects according to their expertise, so that every teacher imparts knowledge to learners satisfactorily. This practice also allows the adoption of various methods. Teachers manage to attempt several lessons in a day successfully. The findings revealed that openness among the colleagues is important because they disclose their problems and get assisted. The conducive environment allows dedication and commitment to work. A support from the principal and colleagues which results from good relationships empowers teachers in their work. This study recommends that the government should allow subject specialization for primary teachers and they should be trained for that. Good time management should be part of school culture as well as commitment. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2009.

Evaluation is not unfamiliar : educators in classrooms use constant feedback from learners as the basis for self-evaluation. What may be less familiar is for groups of educators in a school to carry out a self-evaluation or experience a whole-school evaluation process, which in the latter case means more than a single educator. Whether familiar or not school evaluation has increased in importance in recent years, particularly at the level of the whole school. The introduction of WSE, notwithstanding its worthy intentions, has proved to be a contentious issue for educator unions, which expressed considerable reservation both about which led to the introduction of WSE and the underlying purposes of the process. In addition, there is no widely available, if any, assessment of the success or failure of the pilot project. Within this broad context, this small-scale research project, subject to limitations, attempts to investigate the experiences and reactions of one school in which an attempt has been made to implement the process. Based upon the responses of the participants in this research study, it became clear that there is a desire to be involved in the traditions of 'school improvement'. If one assumes that the sample group is representative of stakeholders at the pilot school, then this study believes that some important principle of WSE are implicit in the way things are now being done and thought of at the school. / Thesis (M.Ed.)-University of Natal, Durban, 2003.

One of the challenges facing the education system in South Attica is a lack of the culture of teaching and learning. 1t is this challenge that prompted this research. The research investigated how the principal, as an instructional leader~ can restore the culture of teaching and learning in previously disadvantaged schools. A qualitative approach was used and three schools were selected in the Sambandou Circuit ofthe Northern Province. The research results showed that there are general and management factors that contribute to a lack of the culture of teaching and learning. Management factors include, amongst others, 1ack of staff development programmes and discipline. The general factors, on the other hand, include, amongst others, poor physical conditions and infrastructure in schools. In conclusion, the research recommended, amongst others, that principals conduct staff development programmes and supervise the work of educators and learners.

The study is in response to the recently enacted South African Schools Act No. 84 of 1996 (SASA), which sees the legislated inclusion of parents in school governing bodies. The Act promotes four distinct representative participants or stakeholders. These include parents, who constitute the majority, educators, learners and non-teaching staff. There is an indication that the SASA has tensions, ambiguities and contradictions which could allow either &quot / consumer market&quot / or &quot / citizen equity&quot / visions to prevail in practical terms. However, I argue that the SASA in practice is becoming dominated by the consumer vision that has a danger of creating unfair competition amongst schools and perpetuating the already existing inequalities in our society. In this mini-thesis, I attempt to investigate the nature of parental involvement in school governance in practice. I focus on their responsibilities in relation to policy matters as enshrined in the SASA, their commitment to executing their functions. The aim is to determine their capacity to fulfil their responsibilities with respect to their powers and functions.

Thesis (Ph.D.)--Mississippi State University. Department of Leadership and Foundations. / Title from title screen. Includes bibliographical references.

The Namibian education system is at the crossroads as a result of the demands of the Education and Training Sector Improvement Programme (ETSIP), a programme initiated by the Government to address shortcomings in the education and training sector. ETSIP requires that school principals play a much more significant role to realize the goal of quality education, which is one of the major goals of education reform. In view of the ever-increasing responsibilities of the principals for ensuring the quality of education, the need for management development has become more apparent. Although management development for principals in the African context is a recent phenomenon, it has been a subject of extensive research over the years in many developed countries. The findings of these studies suggest that it has the potential to improve the quality of school leadership and ultimately lead to school improvement. In Namibia, literature suggests that little has been done to determine the needs of school principals with regards to their management development. This study therefore seeks to address that need. The study is situated in the interpretive research paradigm whose central purpose is to interpret and understand the phenomenon through the perceptions and experience of the participants. Data were collected by means of semi-structured interviews and document analysis. The findings generally suggest that principals perceive management development as vehicle to empowerment and capacity building. The findings further suggest that principals would prefer management programmes that are more experienced-based and offer opportunities for reflection. The findings also brought to light the aspect of monitoring and support as a critical element in the success of management development programmes. As far as the management development needs of school principals are concerned, the findings highlighted the following needs: the need to be trained on how to manage change which include the new curriculum and policies, training in information communication and technology and training in the management of human and financial resources which include instructional leadership and budgeting.