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Previous issue date: 2017-08-16 / This research has as general objective to identify the model of educational
management employed in the CMB from the official documents that govern the
teaching in the institution and from the perception of the participants of the
research. This is a case study about the Military College of Bras??lia (CMB), a
public institution of the federal sphere, whose main sponsor is the Brazilian
Army. Participating in the research were a manager of the Directorate of
Preparatory Education and Assistance (DEPA), the Teaching Director, the
pedagogical advisor to the Head of the Teaching Division (DE), the Head of
School Supervision and six former CMB students, as well as teachers and
educational supervisors. Also analyzed were documents that deal with all
activities related to the development and operation of military colleges
belonging to the Military College System of Brazil (SCMB). In these normative
documents, it was noticed the concern with the diverse dimensions of the
school. They are texts that act as support for the activities of the manager, since
they guide all the work to be developed in the college. As theoretical reference,
theoretical ideas were used that deal with concepts of management of
educational institutions, educational management models, educational planning
concepts and models of such planning as Ribeiro (1978), L??ck (2000), Zainko
(2000) ), Sander (2007), Kuenzer et all (2015), among others. After analyzing
the data, it is considered that the management model adopted by the CMB
follows a hierarchical structure that can be noticed in the way the analyzed
documents are organized. The results show that the management model
assumed by the CMB contemplates traces of a strategic planning and allows, in
a limited way, the participation of the school community. We therefore consider
that the management model applied by CMB is close to the multidimensional
paradigm of Sander (2007), since it contemplates the different dimensions in
which a school should be managed, except for the dimension of the
participation of the school community. / Essa pesquisa tem como objetivo geral identificar o modelo de gest??o
educacional empregado no CMB a partir dos documentos oficiais que regem o
ensino na institui????o e a partir da percep????o dos participantes da pesquisa.
Trata-se de um estudo de caso sobre o Col??gio Militar de Bras??lia (CMB), uma
institui????o de ensino p??blico da esfera federal, cuja mantenedora ?? o Ex??rcito
brasileiro. Participaram da pesquisa uma gestora da Diretoria de Educa????o
Preparat??ria e Assistencial (DEPA), o Diretor de Ensino, o assessor
pedag??gico do Chefe da Divis??o de Ensino (DE), o Chefe da Supervis??o
Escolar e seis ex-alunos do CMB, al??m de professores e supervisoras
educacionais. Tamb??m foram analisados os documentos que tratam de todas
as atividades relacionadas ao desenvolvimento e funcionamento dos col??gios
militares pertencentes ao Sistema Col??gio Militar do Brasil (SCMB). Nesses
documentos normativos, percebeu-se a preocupa????o com as diversas
dimens??es da escola. S??o textos que atuam como suporte para as atividades
do gestor, visto que orientam todo o trabalho a ser desenvolvido no col??gio.
Como referencial te??rico, utilizou-se as ideias de te??ricos que versam sobre
conceitos de gest??o de institui????es de ensino, modelos de gest??o educacional,
conceitos de planejamento educacional e modelos desses planejamentos tais
como Ribeiro (1978), L??ck (2000), Zainko (2000), Sander (2007), Kuenzer et all
(2015), dentre outros. Ap??s a an??lise dos dados, considera-se que o modelo de
gest??o adotado pelo CMB obedece a uma estrutura hierarquizada que pode ser
notada na maneira como s??o organizados os documentos analisados. Os
resultados obtidos revelam que o modelo de gest??o assumido pelo CMB
contempla tra??os de um planejamento estrat??gico e permite, de forma limitada,
a participa????o da comunidade escolar. Consideramos, portanto, que o modelo
de gest??o aplicado pelo CMB aproxima-se do paradigma multidimensional de
Sander (2007), pois contempla as diversas dimens??es em que uma escola
deve ser gerida exceto no que tange ?? dimens??o da participa????o da
comunidade escolar.
| Identifer | oai:union.ndltd.org:IBICT/oai:bdtd.ucb.br:tede/2342 |
| Date | 16 August 2017 |
| Creators | Souza, Gabriela Menezes de |
| Contributors | Cunha, C??lio da |
| Publisher | Universidade Cat??lica de Bras??lia, Programa Strictu Sensu em Educa????o, UCB, Brasil, Escola de Educa????o, Tecnologia e Comunica????o |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| Format | application/pdf |
| Source | reponame:Biblioteca Digital de Teses e Dissertações da UCB, instname:Universidade Católica de Brasília, instacron:UCB |
| Rights | info:eu-repo/semantics/openAccess |
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