Training of school directors in the São Paulo state network (2023-2024)

• Grant number: 24/21874-3
• Support Opportunities: Scholarships in Brazil - Scientific Initiation
• Start date: April 01, 2025
• End date: December 31, 2025
• Field of knowledge: Humanities - Education - Educational Administration
• Principal Investigator: Graziela Zambão Abdian
• Grantee: Larissa Hornstein Paleari Duarte
• Host Institution: Faculdade de Filosofia e Ciências (FFC). Universidade Estadual Paulista (UNESP). Campus de Marília. Marília , SP, Brazil

Abstract

In 2023, the election of Tarcísio de Freitas (PL) as governor of São Paulo, following 27 years of PSDB governance, and the appointment of Renato Feder as Secretary of Education brought significant changes. This research project aims to analyze the proposed continuing education plan for school management under this administration, identifying the main authors and actors involved and the perspective of administration or management that is emphasized. The procedures include the transcription, systematization, and analysis of semi-structured interviews conducted with a teaching supervisor from the Marília Regional Board of Education and three members of the management team from a state public school (principal, vice-principal, and pedagogical coordinator). The school will be selected by the supervisor, considering professionals who participated in the training offered by SEDUC. Additionally, materials provided by SEDUC for the continuing education of management teams will be analyzed. This research seeks to contribute to a critical reflection on educational reforms, focusing on the continuing education of school management. It aims to examine how SEDUC has designed the continuing education for management teams and the model of school promoted through this training. This is based on the premise that discussing the role of school management and its training necessarily involves reflecting on the role of schools in society. The hypothesis suggests that, in the medium term, there may be a devaluation of the core activities of education professionals in schools, such as planning, teaching, and assessment, potentially leading to the decline of pedagogical licensure programs.