Significações de Especialistas em Educação Básica sobre gestão educacional em escolas estaduais de Lavras-MG

Abstract

In Brazil, the scholastic pedagogue has diffuse functions. They are confused in the midst of different nomenclatures refering to roles that this professional can assume at school, impregnated with historical particularities in each state’s education. When he is not a class teacher, he is a supervisor, advisor, specialist and/or pedagogical coordinator. Specifically in the state of Minas Gerais, the functions of pedagogical supervision and educational guidance are attributed to the position of Specialist in Basic Education (SBE), which is also responsible for the pedagogical coordination of a certain school. Faced with this myriad of tasks, how do specialists, scholastic pedagogues, perform their duties at school? This research aims to identify meanings that specialists from state schools of Lavras-MG attribute to the educational management developed where they work, in sense of: 1) investigate experiences of pedagogical supervision and educational guidance; 2) analyze conceptions about the purpose of the school; 3) record evidences of the historical process that shaped the position of SBE in state schools of Lavras-MG. To do so, we talked to the specialists of these schools based on a semi-structured script, with initial clarifications and topics of approach, according to the dialogical premises of Bakhtinian Studies regarding the construction of enunciation. Based on the reports produced, transcribed and textualized, we proceeded to their analysis through the synthesis of meaning nuclei, in order to approach the areas of meaning enunciated by the specialists. These nuclei, as well as the subsequent dialogues with the pedagogues, supported the researcher to write personal profiles on how they signify educational management practices in the schools where they work, according to their professional trajectories. We discuss these profiles and the meaning nuclei imbricated in them with the logical-historical support of the categorical architecture developed throughout the investigation, from the historical-dialectical materialist method. In this sense, we use categories of historical-cultural psychology about the interfunctional development of the human psyche, as well as historical-critical Pedagogy regarding a conception of scholastic education grounded in social praxis; namely: work, contradiction, mediation, necessity and motive. Thus, we form a general framework of meanings about the work of the specialist pedagogue, particular to certain state schools in Lavras-MG.