Influências do conhecimento da legislação educacional na gestão da educação básica pública

Abstract

The present study was based research on the following question: How does the knowledge/interpretation of brazilian educational legislation influence public school management and teaching of elementary and high school system? In this bias, the research sought to investigate and discuss such questioning, in order to eventually suggest the development of reflective paths, in the context of initial and continuing teacher training, which may come to assist school managers and teachers in their daily educational practice. Such study hypothesized that, within the state public schools, despite school managers and teachers, of a Municipality headquartered in the South of the State of Minas Gerais, being charged today to deal with legal issues in the educational field, they are possibly not properly encouraged and qualified to do so, presenting a gap (location, interpretation and construction of meaning) regarding the knowledge of the Brazilian educational legislation. Which in theory can directly interfere in educational practice these professionals, here understood as any and all functional act practiced in the school environment and consistent with its the specific duties. The research has a mixed approach (quanti-qualitative) and participants who occupied positions of specialists in basic education and teachers working in elementary school, both in early and final years, and high school teachers participated in the survey. An open and multiple-choice questionnaire was chosen to obtain the data. For data analysis, descriptive statistics and content analysis were used. In short, it was possible to infer that there is a need for the development of reflective paths, which encourage and qualify school managers and teachers to the knowledge/interpretation of brazilian educational legislation, with the scope of assisting such professionals in the everyday of their educational practice, which is why it was suggested, in terms of final considerations, some reflective paths in the context of initial and continuing teacher training.