Collaboration between school directors and teachers with a focus on discent learning

Abstract

Through this text, a research result is presented, aiming to understand the role of the school principal despite demands that go beyond the bureaucratic-administrative scope of management and that raise collaborative relationships with teachers regarding the work developed in the classroom. With a qualitative approach, of the case study type, the research used questionnaires applied with principals and teachers linked to the Municipal Education Department of Horizonte/CE. The data were submitted to content analysis and three categories emerged the following: 1) collaborative practices with a focus on school learning, which elucidated the lack of companionship between the management and faculty; 2) teachers' accountability for student performance; 3) different meanings attributed to the students' learning diagnoses. It was concluded that the teachers are considered the main ones responsible for the students' performance and that the collaboration of the management in the classroom is sporadic, since the directors prioritize the bureaucratic activities with verticalized actions that use the evaluation as a mechanism of control and teacher responsibility.

Key-words: school director, learning, authoritarianism.