O papel da gestão escolar no desenvolvimento socioemocional das crianças na educação infantil

Abstract

This thesis proposes a study on The Role of School Management in the Socio-emotional Development of Children in Early Childhood Education. The research presented here is justified by the relevance of the mandatory regulations set out in Opinion No. 20/2009 of the Revision of the National Curriculum Guidelines for Early Childhood Education, which provides for the guarantee of socio-emotional development, supported together with the other aspects established by law. At the same time, it also considers the guidelines of the National Common Curriculum Base, in its section on the level of schooling in Early Childhood Education. From this perspective, the general aim of this study is to examine the importance of the role of school management in ensuring the socio-emotional development of children in Early Childhood Education. The specific objectives are: to understand how school management has sought to articulate relationships and daily practices to ensure effective compliance with the regulations; to investigate the principles that guide the actions of managers in order to provide subsidies that guarantee space for the socio-emotional development of children; to identify, based on the interviews and observations carried out, movements and strategies that can contribute to the socio-emotional development of children in Early Childhood Education. The research is qualitative in its nature and is characterized as applied, exploratory in terms of objectives and bibliographical and empirical in terms of technical procedures. Thus, the research problem is based on the following question: “How have school managers been responsible, on a day-to-day basis, for investing in ensuring the socio-emotional development of children in Early Childhood Education?”. In addition, the methodological procedures were guided by the qualitative approach, using interviews and observations to map out the possible scenarios. We used content analysis, based on Bardin (1979) to analyze the data to answer the questions posed by this research. The theoretical framework used is based on authors who make major contributions to socio-emotional development in early childhood, such as Shore (2000), Cosenza and Guerra (2011), Vygotsky (2003), Dewey (1971), Wallon (1968), Freire (1974), Alves (2004), Rousseau (1762), Fortunati (2019), Pereira (2005) and Gardner (1983). Regarding the articulation of the roles of school managers, we relied on studies by Lück, Freitas, Keith and Girling (2012) and Morin (1996). To shed light on pedagogical action and teaching, we used the official documents that guide Early Childhood Education in Brazil. We also considered the contributions of Fátima Freire (2008), Spinoza (2011), Maturana (2011), Zavalloni (2015) and Silva (2011), who guided us in the analysis and interpretation of the data collected in the research. As a result, we understand the importance of a holistic and integrated approach in the school environment. The school manager plays a strategic role as an articulator of pedagogical and relational practices that enhance the integral development of children. A priori, it is hoped that this research will make a significant contribution to tackling the socio-emotional difficulties present in the school context. Based on this research, new proposals can be developed that can contribute to effective actions aimed at shedding light on the role of each person in this collective process that is the education of children in early childhood