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Desafios e características da gestão educacional no Brasil e Portugal de acordo com a legislação vigente
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Abstract(s)
O foco deste trabalho é analisar os desafios e características da gestão educacional no Brasil e Portugal de acordo com a legislação vigente, abordando os aspectos jurídicos da gestão escolar, no sentido de identificar, de forma objetiva, as mais relevantes alterações legais, na gestão escolar, que foram sendo incorporadas na legislação educacional em ambos os países, nas últimas décadas. São países com trajetórias distintas quanto à função do Estado na garantia do direito à educação, às políticas de democratização da educação e à institucionalização da gestão democrática nas escolas, no entanto são países que experimentaram longos períodos de regimes autoritários.
A investigação apoia-se na literatura nacional e internacional sobre o tema e em fontes documentais, tomando-se como referência a Lei de Diretrizes e Bases da Educação Nacional (LDB) de 1996, no Brasil, e a Lei de Bases do Sistema Educativo (LBSE) de 1986, em Portugal. O pressuposto é que essas mudanças nos normativos legais provocam uma ruptura no princípio da gestão democrática instituído na Constituição da República Federativa do Brasil de 1988 e na Constituição da República Portuguesa de 1976. Destaca-se as mudanças e propostas de mudanças na legislação vigente e bem como o olhar do Estado Brasileiro e do Estado Português na gestão escolar, com a devida atenção para os principais reflexos da legislação sobre a gestão educacional no ensino público brasileiro e português. Na investigação empírica deste estudo foi utilizada uma metodologia mista de pesquisa, com a realização de um estudo qualitativo com os diretores de escolas do Brasil e de Portugal e um estudo quantitativo realizado com os professores.
Os resultados deste estudo sobre os desafios e as características da gestão escolar no Brasil e em Portugal, conforme legislação vigente, indicam que as leis relativas à educação são boas, precisa- se é saber tirar proveito das leis que existem, é colocar em prática o que a legislação pertinente permite, criar melhores condições para as escolas e para os alunos. A discrepante dimensão dos países aqui estudados não interfere na proposta legislativa, embora seja imensa.
The focus of this work is to analyze the challenges and characteristics of educational management in Brazil and Portugal in accordance with current legislation, addressing the legal aspects of school management, in order to objectively identify the most relevant legal changes in school management, which have been incorporated into educational legislation in both countries in recent decades. These are countries with different trajectories in terms of the role of the State in guaranteeing the right to education, policies for the democratization of education and the institutionalization of democratic management in schools, however, they are countries that have experienced long periods of authoritarian regimes. The investigation is based on national and international literature on the subject and on documentary sources, taking as reference the Law of Guidelines and Bases of National Education (LDB) of 1996, in Brazil, and the Basic Law of the Educational System (LBSE) of 1986, in Portugal. The assumption is that these changes in legal norms provoke a rupture in the principle of democratic management established in the Constitution of the Federative Republic of Brazil of 1988 and in the Constitution of the Portuguese Republic of 1976. as the view of the Brazilian State and the Portuguese State in school management, with due attention to the main effects of legislation on educational management in Brazilian and Portuguese public education. In the empirical investigation of this study, a mixed research methodology was used, with a qualitative study carried out with school principals in Brazil and Portugal and a quantitative study carried out with teachers. The results of this study on the challenges and characteristics of school management in Brazil and Portugal, in accordance with current legislation, indicate that the laws relating to education are good, what is needed is to know how to take advantage of existing laws, and to put into practice the that the relevant legislation allows, to create better conditions for schools and students. The differing size of the countries studied here does not interfere with the legislative proposal, although it is immense
The focus of this work is to analyze the challenges and characteristics of educational management in Brazil and Portugal in accordance with current legislation, addressing the legal aspects of school management, in order to objectively identify the most relevant legal changes in school management, which have been incorporated into educational legislation in both countries in recent decades. These are countries with different trajectories in terms of the role of the State in guaranteeing the right to education, policies for the democratization of education and the institutionalization of democratic management in schools, however, they are countries that have experienced long periods of authoritarian regimes. The investigation is based on national and international literature on the subject and on documentary sources, taking as reference the Law of Guidelines and Bases of National Education (LDB) of 1996, in Brazil, and the Basic Law of the Educational System (LBSE) of 1986, in Portugal. The assumption is that these changes in legal norms provoke a rupture in the principle of democratic management established in the Constitution of the Federative Republic of Brazil of 1988 and in the Constitution of the Portuguese Republic of 1976. as the view of the Brazilian State and the Portuguese State in school management, with due attention to the main effects of legislation on educational management in Brazilian and Portuguese public education. In the empirical investigation of this study, a mixed research methodology was used, with a qualitative study carried out with school principals in Brazil and Portugal and a quantitative study carried out with teachers. The results of this study on the challenges and characteristics of school management in Brazil and Portugal, in accordance with current legislation, indicate that the laws relating to education are good, what is needed is to know how to take advantage of existing laws, and to put into practice the that the relevant legislation allows, to create better conditions for schools and students. The differing size of the countries studied here does not interfere with the legislative proposal, although it is immense
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Keywords
Gestão escolar Legislação eduacional Políticas públicas School management Education legislation Public policies