• The specificity of the

relationship to the school

age;

Luís Castanheira
The school pedagogical management
 Organizational characteristics and
school culture
The operation of a school organization is the result of a
compromise between the formal structure and interactions
between groups with different interests. Covers three main
areas:

the physical structure of the school)

(b)) the administrative structure of the school
(c)) the social structure of the school
The interrelationships between these areas impact:

-on school autonomy

-in organizational leadership
-curriculum articulation
-optimization of the time
-Professional stability
-staff training
-participation of parents
-public recognition
-support of the authorities
 ELEMENTS OF ORGANIZATIONAL CULTURE

Verbal and conceptual manifestations

. purposes and objectives

. curriculum
. language
. metaphors
. history
. Heroes
. structures
. etc
 Process of implementation of the
educational intentions

Purposes of the educational system

General objectives of compulsory

education

General objectives of the stage of

schooling
General objectives of the curricular unit

Contents

Sequence of Contents

Contents Daily Goals

APPOINTMENTS WITH THE SCHOOL PEDAGOGICAL
MANAGEMENT
A. philosophical Commitments

1. meaning of the Act of teaching and learning

2. subject/object relationship of knowledge
3. distinction between know and know
4. relationship between theory and practice
5. follow-up and participation in the changes
6. relationship between culture and language
B. political commitments
1. be well informed – knowledge of theories that explain the
process of teaching and learning
genetic theories
-information processing theories
-assimilation theory
-theories of education as social practice
-theories of affective components
-socio-cultural theories of development and learning
-theories of motor development
-theories of inclusion
-Neurosciences and learning
- do an analysis of the various dimensions of the real
-question for that and for whom knowledge

-commit with the teaching practice

 FACILITATORS OF SCHOOL TEACHING MANAGEMENT FACTORS

clear and shared institutional planning

· understanding of what it means according to the School
· knowledge of the nature of the school and educational action
as administrative actions converge to the greater or lesser success of
student learning (object and purpose of the existence of the school)
· interpersonal communication
· delegation of roles and functions from objective and clear
criteria
· clear definition of the profile of each of the positions and
functions that make up the whole of the School
· about the characteristics and profiles of each function
· close overlap between goals, functional profile and function
· ability of criticism and self-criticism
· guarantee spaces for participation
 SOME FACILITATORS PRINCIPLES PEDAGOGICAL AND
ADMINISTRATIVE RELATIONS WITHIN SCHOOL

one should not confuse the "place" where the problem

arises with the cause of it
-If there is a problem in school, there is a solution at school
-the system – School – has a relative autonomy in relation
to other systems
-respect the principle of equifinalidade: the current
structure and organization of each system are the best
explanation for your operation
-the way of being "imported" the child is modulated by
interaction with the new system by definition (principle of
totality)
-the date of the creativity of all school actors there will be
original and dynamic solutions
 THE DYNAMICS OF THE RELATIONSHIPS IN THE
ACTIONS AND EDUCATIONAL PRACTICES
If education as value implies a subjective dimension and another objective,
qualify something (school, for example) as "educational" suggests:
-the man/student as subject of your formative process itself: the who of
education conquering a new and better way of being which encompasses
the individual and social dimensions;
-the content of education in any of its aspects since it is always linked to
desirable, valuable;
-the way the education;
-the purpose or what's the point of the educational process (there is
always something meaningful).
Difficulty: disposal; early socialization; loneliness; superficial
relationship with many people; absence of links to few.
Function:
· Re-establish contact with non-intelectivos of personality
· help people to relate in a more honest and open

From the point of view of affectivity of the educator, teacher and student
are a couple. Therefore, it is necessary:

-show a sense of humor;

-adapt to the age and evolution of each student;
-Express balanced attention to all.
Diversity of attitudes and role of the teacher

a) diversity of initial impulses

-students
-social environment

-Pedagogical development
-abstract link
-practical availability
-absolute disinterest
 b) diversity of possible attitudes
-exclusive love
-indifference
-hatred
-feeling of hostility
-bias
c) existential types
-completely ignores the interest and student life
-psychosocial crises (trust-mistrust; shameless; autonomy
initiative-guilt; industry-inferiority; identity-identity
diffusion; solidarity-isolation; geratividade-stagnation;
integrity-despair).
-significant social relationships (mother figure, parents, immediate
family, neighborhood/school partnership groups/leadership models,
companions of friendship/cooperation/competition, Division of labor
and shared responsibility, humanity/species)

-elements of social order (cosmic order, law and order, ideal

prototypes, technological elements, ideological perspectives, patterns
of cooperation and competition, education chains, wisdom)

-psychosocial modalities (get return, retain-release, do for imitating

playing, producing objects – work together, be/not be-share, lose
yourself and find yourself in another, generate-take care, be through
have been/face not be)
-psico-sexuals stages

-cares about the student, with the

intention of conquering it

-know data about student's life to

respect her and enrich it
Student Teacher

Class Educational Practice Colleagues

Family Directon
 THE SCHOOL AS AN INSTITUTION LEARNER

-Issues of structure/organization of the school to make their

administrative actions-pedagogical, against the backdrop of the your
raison d ' être as an institution of education (standardized by different
instances of educational Systems).

-It's not always simple to organize School materialize a pedagogical

proposal that you set the profile.

-The design of school is crucial. Normally the school is conceived as

the "only place" of learning. In your omnipotence, it (the school) is
placed as a separate structure from the other and, therefore, virtually
immune to evaluations and judgements about your own work (the
nature of this work by itself ensures your inscription in the order of
the divine).
-Hargreaves (2000) States that given the rapid changes
of society, the profession of the educator is at a turning
point, especially considering the double dimension of
your work: intellectual and affective.

Not all schools are, in fact, places of interests and

accomplishments (for both students and teachers).

-The challenge for the school is to find alternatives to

develop the "professionalism interactive", that is, to
stimulate continuous improvement involving all
school.
-"The teachers are too busy reacting to latest forces to
undertake a walk own with imagination and audacity (...) the
moral change is not enough (...) you have to strengthen the
connection between the learning of teachers and learning
from those who teach "(2000:42).

-Some problems can be identified, namely:

the)
Overload
b) Isolation
c) groupthink
d) unused competence (and incompetence neglected)
and limiting the role of the teacher) (and the leadership
problem)
f) the success or failure of reform
School: space of interaction between subject
and subject teaching learning; that is, space
where relations with the SUBJECTS KNOW.

Relationship space
The symbolic)
B) activates
C) storm
 SINGULAR SUBJECT IN A SOCIAL TIME
CHALLENGE: go from meaning to the value

INFORMATION ON TEACHING AND LEARNING

AA school education as social practice and socializadora

b) school education and the processes of
socialization/personalization
c) construction activity, socialization and individuation
-PROCESSES OF KNOWLEDGE CONSTRUCTION

a) meaningful learning (nature and conditions)

b) Meaning and sense of school learning

c) meaningful learning and construction, modification

and review of knowledge schemes
 THE MECHANISMS of EDUCATIONAL INFLUENCE

a) educational influence of the teacher): the

pedagogical aid adjustment
b) the influence of educational partners: the social
organization of learning activities
c) educational influence of the educational context
 -GENERAL PSYCHO-PEDAGOGICAL PRINCIPLES

1. Teaching aid
2. effective teaching aid adjusted to the building
process of the student
3. The variability of the aid
4. student's Experience as a starting point
5. withdrawal of aid and autonomy of student
6. The importance of meaning in learning
7. The importance of the class climate
8. Observation and sensitivity
SOME COMMON DIFFICULTIES IN THE SCHOOL CONTEXT
-linear thinking
-more comments
-General reasoning
-confusion between observation, hypothesis and value judgment
-jump too quickly to the problem to the solution
-the cause of the problem is elsewhere
-the difficulty of the child/group as a defect and not as a resource
-reacting instead of acting
-want to act outside of your professional field
-confusion between roles/functions/purposes
-unclear definition of school context
-Hyper-effective teachers/ubiquitous
-pedagogical insistence or the paradox of aid
-the teachers ' Lounge as a place of no solution of problems
 ORGANIZATION OF PEDAGOGICAL WORK

"untie" the school education of the

exclusivity of the classroom, without,
however, taking the merit and the
need; new directions: a culture
oriented toward the student's
autonomy, the transversality of the
contents, the alterity, citizenship,
communicability, and the entirety of
the human being.
Expectations that has deposited on the school and your resume do
increase the discussions regarding how can (the school) organize
themselves to provide teaching and learning experiences more
meaningful to students, teachers and community. The understanding of
how social practice curriculum and socializadora has been diffused by
educational discourse and is echoed in administrative and pedagogical
practices that understand the school as an educational space that goes
beyond the classroom. Relates and integrates more and more with the
characteristics and specificities of the context in which it is inserted.
Possibilities for curriculum organization:
-activities
-Area
-Discipline
-generating Themes
centres of interest
-Didactic Units
-Integrated curriculum (interdisciplinarity/projects)
-Cycles
Seek possibilities of a differentiated pedagogy, based
on a solid didactic knowledge and in an excited before
the relationship ensinante/learner. It seems
appropriate to mention that differentiate the teaching
is to make each apprentice experience, as often as
possible, fruitful learning situations (Perrenoud,
2000:09).

So that a differentiated pedagogy is doable implies a

gradual change of a paradigm based on
individualization of educational action in a rigid
structure for the individualisation of training
pathways, allowing, for example, arrangements for
progression.
Stands out because:
· in the context of learning you can't limit the success or
failure of the educational activity to educational principles.
Undeniably, this process involves people with stories and
meanings constructed within and outside the school throughout
their lives. The school space is where shout their eccentricities
and put their subjectivities in contact. Establishing relationships
with knowledge is the basis of the teaching-learning
relationship;
· The curriculum operationalized in the classroom level,
although not recognized as such, is always individualized indeed.
Each student responds in a unique way to the learning
experience. The educational action leverage this individualization
that already exists for that individual experiences become in
training experiments;
· The curricular organization models cannot be understood just as
expedient to avoid the disapproval. Seek, before, students (indistinctly)
learn more and better;

It is believed that one of the biggest challenges for the educational

systems in General, and for schools, in particular is facing the question
of differences. It is not simple task allow respect for diversity (in all its
meanings and dimensions) and the implementation of diversified
educational projects and, at the same time, ensure uniformity of
educational practices.

As any change implies a process of resistance and insecurity before the

"new" still don't have answers to HOW articulate, for example, periods
of school holidays with the vacation of families; school vacation in
specific contexts with other more extensive; transfer between schools
with different calendars and many other issues.
Educational institutions, compliance with the common
requirements and those of your system of education, will
have the task of:

I. prepare and execute your pedagogical proposal;

II. manage your personnel and material and financial
resources;
III. ensure the fulfilment of the school days and teaching
hours laid down;
IV. ensuring compliance with the work plan of each
Faculty;
V. provide means for recovery of lower-income students;
VI. link up with families and the community, creating
processes of integration of society with the school;
VII. to inform parents about the frequency and the income
of students, as well as on the implementation of your
pedagogical proposal.
-adaptation to school work: concerns how different actors
relate and understand the work done in/around school.
-school efficiency: means information about the ability to
keep learning levels to ensure the permanence and
progression of students.

From this information, the school review your

administrative-pedagogical dynamics, coming to
conclusions pedagogically useful for your (re) planning,
especially in terms of actions with a view to possible
distortion correction and, therefore, the redefinition of their
roles and functions.
Teachers will be responsible for:
I. participate in the drafting of the proposal's
pedagogical educational establishment;
II. develop and carry out work plan, according to the
proposal the pedagogical educational establishment;
III. ensure that students ' learning;
IV. establish recovery strategies for students of lower
income;
V. administer the school days and teaching hours laid
down, in addition to participate fully of the periods
devoted to planning, evaluation and professional
development;
VI. collaborate with the activities of the school with
families and the community.