Fundamentos e práticas de gestão compartilhada na educação profissional

Abstract

The research sought to know, through a comparative case study, educational management processes in seven units of Senac RS. These units compound the empirical field of the research, with the goal of identify and analyze the management practices in the context of shared management and innovation present in the context of professional education. It was defined as research problem: what concepts and practices characterize a shared management in the context of professional education? From the presented problem , the research aimed the data analysis (based on the content analysis). Were established six categories: autonomy and commitment, interaction, decision-making, role manager, innovation and training. The study of the management practices reported in interviews favored the identification of issues related to shared management, implicit in the actions of managers, but not endorsed by them as a specific concept. It was possible to observe that many of the practices developed for the construction of autonomy are more related to the commitment to results (product) than with the collective decision-making (process), revealing some fragmentation in the actions. About the interaction, a significant number of managers show systematized practices that enable the interactivity from listening, dialogue and sharing. At the same time, these managers effectively assume the monitoring of the educational process as a whole, while another remains fragmented and hierarchical practices. It is exposed in the statements the desire to innovate, but there is no clarity about which form to use to achieve innovation beyond the improvements that are already applied. Managers point out the necessity for more specific programs geared to the needs that interfere in the improving management processes, which this study can offer in terms of important elements for problematization and resignification of continuing education spaces managers, from the perspective of the sharing of decisions and in the direction of the development of students as subjects of rights, and not customers or labor to the market. Authors such as Heloísa Lück, Paulo Freire, Carlos Rodrigues Brandão, Vitor Paro, Terezinha Rios, Celso Vasconcelos and Monica Thurler, contributed to the construction of theoretical research corpus, from the literature review.