FORMATION OF TEACHERS AND SCHOOL MANAGEMENT

Abstract

This article presents a bibliographic study on Teacher Education and School Management in relation to the perceptions of some researchers, such as Veiga (2008), Azzi (2002), Oliveira (2004), Alves (2010) Cunha (2013) André (2010), and Contreras (2002), with the objective of understanding the relationship and challenges of school management and the contributions of initial training and continuing education in its performance. To this end, some concepts about teacher education and school management are addressed, which are fundamental elements for understanding this theme. The essential concept is the resignification of approaches on teacher education, especially with regard to issues related to ideas, theories and characteristics, in addition to current debates related to the importance of school management in the continuing education of teachers through study groups conducted within schools, which favor changes in the reality of the public educational institution. We emphasize the continuing education centered on the school as a democratic space capable of proposing alternatives for the realization of a quality education for everyone, and through collective work, with emphasis on the construction and implementation of the Political Pedagogical Project. The challenge of school and school management is the construction of a school with quality, leading the different thoughts, in order to ensure the improvement of the teaching-learning process. We have noticed, several times, through the research of Professor Vitor Henrique Paro (2001, 2009, 2015), that the teacher assumes a management position, be it elective, by a contest or by a political indication, without specific training, often ignoring the complexity of the task of managing school spaces and coordinating various actions that must be conducted by many subjects who experience pedagogical practice.