CASE STUDY: CHALLENGES FACED IN FULL-TIME HIGH SCHOOL MANAGEMENT TEACHER MARIA MARGARIDA DE CASTRO ALMEIDA, FORTALEZA, CEARÁ, BRAZIL

Abstract

This research consists of a Case Study on the challenges faced in the school management of full-time high school at the Professora Maria Margarida de Castro Almeida school, located in the city of Fortaleza, Ceará, Brazil. To this end, a robust discussion was held on the context of democratic management in public education, with its conceptions and transformation processes, organizing itself to provide an effective and rapid response to the challenges it faces, especially those that reflect the manager's competencies in a democratic school. and articulated through public policies. In this sense, it is understood that democratic management with the participation of everyone through collective construction is ideal. During the development of this work, exploratory analyzes were carried out using articles, books, documents and semi-structured interviews applied to a sample of the educational community at that school. Demo (2013); Dourado (2012); Freire (2015); Libâneo, (2017); Lück (2015); Lakatos and Marconi (2017); Minayo (2017); Oliveira (2018); Paro (2016); others were a theoretical basis, together with documentary sources that include observations, data, programs, reports, regulations, teaching laws, guidelines and the Pedagogical Political Project of the school under study. The approach of this research was qualitative in nature. As a methodological work, an interview was carried out using the questionnaire tool, with the aim of better characterizing the management practices and skills worked on by the school management of that school in the light of an ideally democratic management. The results of the analyzes pointed to the need for a collective reflection on the challenges of management in this full-time high school under the bias of democratic actions based on its political-pedagogical project. It was also found that, in the school management of the aforementioned school, there is the use of a standard management model, based on the commitment to the integrality of educational action and that it is undergoing processes of change and challenges to the conceptions and procedures of democratic management. participatory. The results of the interview highlighted the need to establish intense debates in school spaces about integral education and the practices of democratic management, aiming for everyone's engagement in this educational process.