A importância da formação de gestores escolares para atender às políticas educacionais e demandas locais da Superintendência Regional de Ensino de Poços de Caldas (MG)

Abstract

This dissertation examined the significance of training school principals to meet educational policies and local demands within the Regional Superintendence of Education of Poços de Caldas, located in the southern region of Minas Gerais, Brazil. The research was conducted with principals of state schools within this Superintendence who were actively serving in school leadership positions in 2025. The results revealed that most principals (52.2%) have more than six years of experience; however, 56.5% assumed the position without prior leadership experience, and 60.9% did not receive specific training before taking on the role. Even more significant was the finding that 78.3% consider the training received insufficient to deal with everyday challenges. The principals strongly valued interpersonal skills such as empathy and active listening (95.7%) and recognized the multidimensional nature of school management, which requires training in administrative, pedagogical, and financial areas (91.3%). The analysis highlighted a significant paradox: although 91.3% consider training essential, many take on the role without adequate preparation. The findings point to the need for more robust and integrated training policies that connect theory and practice and prepare principals for participatory and democratic leadership. This study contributes to the discussion on the professionalization of school management and opens perspectives for further research on the impact of training on the quality of public education.