BETWEEN PEDAGOGICAL, ADMINISTRATIVE, AND DISCIPLINARY DEMANDS: REFLECTIONS ON THE ROLE OF THE SCHOOL MANAGEMENT TEAM BASED ON SUPERVISED INTERNSHIP AND UNIVERSITY EXTENSION

Abstract

This article analyzes the performance of the management team of a state public school in Imperatriz, Maranhão, based on the experience of the Supervised Internship in School Management and a university extension project developed in the Pedagogy program at the State University of the Tocantina Region of Maranhão (UEMASUL). The guiding research question is: how does the pedagogical coordination reconcile, in the school routine, simultaneous demands of a pedagogical, administrative, and disciplinary nature, and what does this multiplicity of functions reveal about the actual conditions for the implementation of democratic management? The objective is to analyze, in light of the literature on school management and university extension, how this overlapping of functions affects the work of pedagogical coordination and tensions the democratic-participatory ideal, also considering the formative elements provided by extension as a space for an expanded experience of school reality. The research, of a qualitative approach, was based on participant observation, systematic field diary records, and direct involvement in extension activities alongside the management team and the Department of Education. The theoretical framework is grounded in Libâneo (2001), who articulates the pedagogical, administrative, and relational dimensions of management; Paro (2016) and Dourado (2013), who discuss the foundations and limits of democratic management; Cury (2002), who problematizes the objective conditions for its implementation; Veiga (1995), regarding the political-pedagogical project; and Pimenta and Lima (2004), on supervised internship as a formative space. The results indicate that the coordination's routine is marked by constant overlapping of tasks, compromising planned pedagogical follow-up, and that university extension, by providing a more prolonged and participatory immersion in school reality, reveals possible pathways for addressing these tensions. It is concluded that the articulation between internship and extension reveals, in practice, structural tensions that the classical literature does not always address with sufficient depth, while also pointing to extension as a formative strategy capable of qualifying the future pedagogue's understanding of the complexity of school management.