Aprendizagem significativa: o que pensa os gestores escolares

Abstract

The school management presents a stereotype of accomplishment of purely administrative activities, nevertheless, it has a pedagogical character that promotes the significant learning in the educational scope. Meaningful learning involves the acquisition of new knowledge anchored in prior knowledge. Aiming at the importance of knowing David Ausubel's theory of meaningful learning, and relating it to the relevance of school management in schools, it is corroborated in a more participatory, beneficial and intense perspective for the educational environment. The aim of the study was to identify the thinking of school managers about meaningful learning. This is a descriptive study with a qualitative approach carried out at a kindergarten and fundamental education school in the city of Patos-PB. 7 professionals from the management team participated, among them 4 teachers. A semi-structured interview script was used and the data treatment was performed through the content analysis proposed by Bardin. From the empirical data it was possible to see approximations and distances that promoted reflections on the role of the school manager that transcends purely administrative activities for a pedagogical and transformative praxis. We identified the relevance of meaningful learning and recognition that the difficulties encountered do not paralyze its occurrence and, despite them, it is possible to re-significate teaching in a perspective of the applicability of this learning. It was observed that meaningful learning should impact the student's perception in and for society in search of a transformative education. Therefore, it is the responsibility of the school manager, together with the various actors, to ensure, in the educational and political project, in a dynamic and democratic way, the opportunity for meaningful learning in response to the current challenges of society and education.