Competências gerenciais do gestor escolar municipal: histórias, trajetórias e ações de sustentabilidade na perspectiva da liderança educativa

Abstract

In the context of public schools of basic education, management positions, like school managers, are occupied by teaching professionals, which suggests that to occupy such positions, these professionals, throughout their trajectory, chose or were directed to theeducation area. However, management activities demand from these professionals skills that aim to facilitate their actions in front of pedagogical, administrative and collective actions. Added to this, the idea that municipal public schools, the object of study in this research, are responsible for the initial training of the individual, that is, the pedagogical and management instruments must be aligned for this training to be sustainable. For these reasons, this study aimed to understand the management skills developed by school administrators of municipal schools in João Pessoa/PB from the perspective of educational sustainable leadership. Thus, the research path traced involved stages of a qualitative and exploratory nature, in which the oral history method was used and interviews were applied with eleven school managers from municipal schools in João Pessoa/PB. The findings were treated and analyzed with the narrative analysis, in which the sixteen categories of analysis were achieved, some of which were previously established and others were observed during the observation of the data, and, thus, to verify which are the driving elements for the development of management skills of municipal school managers. The results showed that school managers develop technical, social, behavioral and environmental skills, and that their personal and professional experiences are taken into account when carrying out their actions. It was evidenced that managers use the improvement of the teaching-learning process, development and strengthening of citizenship, trust in the team and a shared leadership style, promoting integration between family and school, they establish the criteria for their proposals for change to be conserved and perpetual, actions that promote empathy for issues regarding the environment, social, ethical, diversity and inclusion. Thus, the panorama presented allowed us to conclude that the developed environmental competences are directly linked to the attribute of educational sustainable leadership, and that this articulation promotes educational sustainability.