O papel do gestor escolar na formação de uma cultura da escola

RESUMO: Este trabalho investiga o papel do diretor escolar como agente formador de uma cultura da escola. Investigaram-se os conceitos de cultura, cultura escolar, gestão escolar, ambos com foco na atuação do diretor. Como hipótese de investigação considera-se que a opinião pessoal, aspirações, atitudes, concepção de educação, modelo de gestão e compromisso ético-profissional assumido, enfim, aspectos idiossincráticos do diretor influenciam de maneira decisiva a cultura de uma escola, passando pela equipe gestora (direção, coordenação), professores, funcionários, e por fim chegando até os alunos e suas famílias. Imagina-se que isso se deva em grande parte à liderança e autoridade conectadas ao papel central que o diretor exerce na instituição escolar, bem como se relaciona com as dificuldades que a democratização dos processos de gestão escolar encontra para uma atuação efetiva. Entre os objetivos deste estudo estão levantar informações sobre o papel do gestor escolar; identificar características da gestão escolar que favorecem a formação de uma cultura da escola; comparar as concepções acerca da gestão escolar como promotora de uma cultura da escola a partir das concepções dos diretores e coordenadores envolvidos nesse processo de gestão. Este estudo procura contribuir para compreensão do papel do gestor na promoção de uma cultura da escola, no sentido em que entende a gestão escolar como motor para articulação de processos, e dos envolvidos – professores, funcionários, alunos e comunidade – na busca de um ambiente escolar que seja traduzido e reconhecido como sua cultura, definindo assim um jeito de ser escola, uma espécie de identidade da escola. Como resultados, verificamos que a gestão escolar assume um papel decisivo na formação de um ambiente onde se cria uma cultura de escola, quando compartilha a sua visão de direção com a equipe gestora e fornece um direcionamento claro para suas ações. Desse modo, o estudo realizado evidencia a necessidade de se investir na produção de contextos escolares que favoreçam a construção de práticas democráticas, onde a cultura da escola possa ser vivenciada por todos e a partir de todos. ABSTRACT: This study investigates the role of school principal as a formation agent of the school culture. Investigated the concepts of culture, school culture, school management, both focusing on the action director. As a research hypothesis, it is considered that personal beliefs, aspirations, attitudes, vision of education, management model and professional and ethical commitment made at last respects idiosyncratic director's influence decisively the culture of a school, passing by the team management (leadership, coordination), faculty, staff and finally reaching the students and their families. It is thought that this is due in large part to the leadership and authority connected to the central role that the director has in the school and how it relates to the difficulties that the democratization processes of school management to find an effective action. Among the objectives of this study are collect information on the role of the school manager, identify characteristics of school management that promotes the formation of a school culture; compare the conceptions of school administration as a promoter of a school culture based on conceptions of directors and engineers involved in the management process. This study seeks to contribute to both, and thus an emancipatory purpose in the sense that believes the school management as an engine for articulating and processes involved - faculty, staff, students and community - in search of a school environment that is translated and recognized as its culture, thus defining a way to be a school, a sort of school identity. As a result, we found that the school management plays a decisive role in shaping an environment where you create a culture of school, he shares his vision of leadership with the management team and provides a clear direction for their actions. Proposes to invest in the production of school contexts that promote the construction of democratic practices, where the school culture can be experienced by everyone and from everyone.

A ética protestante do trabalho e o commitment organizacional : um estudo comparativo entre protestantes e não protestantes

O commitment é um conceito que tem sido desenvolvido e estudado nas últimas décadas. Só, ou com outras variáveis, o commitment tem sido objecto de estudo em várias culturas. Partindo do princípio que o commitment é afectado pelos valores de cada indivíduo, este estudo procura verificar a sua relação com um sistema de valores de trabalho específico: a Ética Protestante do Trabalho. O estudo tem como contexto a classe trabalhadora, composta por protestantes e não protestantes. Os resultados permitiram concluir que a Ética Protestante do Trabalho não é um construto unidimensional. Contudo, algumas das componentes criadas apresentaram uma relação com as componentes do commitment.

Museum training to develop the social awareness of cultural identity in a time of universalization

The main theme of the ICTOP'94 Lisbon meeting is museum personnel training for the universal museum. At the very beginning it is important to identify what the notion universal museum can cover. It is necessary to underline the ambiguity of the term. On the one hand, the word 'universal' can be taken to refer to the variety of collected museum materials or museum collections, on the other hand it could refer to the efforts of the museum to be active outside the museum walls in order to achieve the integration of the heritage of a certain territory into a museological system. 'Universal' could also refer to the "new dimensions of reality: the fantastic reality of the virtual images, only existing in the human brain" (Scheiner 1994:7), which is very close to M. McLuhan's view of the world as a 'global village'. Thus, what is universal could be taken as being common and available to all the people of the world. 'Universal' can imply also the radical broadening of the concept of object: "mountain, silex, frog, waterfonts, stars, the moon ... everything is an object, with due fluctuations" (Hainard in Scheiner 1994: 7), which will cause the total involvement of the human being into his/her physical and spiritual environment. In the process of universalization, links between cultural and natural heritage and their links with human beings become more solid, helping to create a strong mutual interdependence.

Who am I? An identity crisis Identity in the new museologies and the role of the museum professional

Whilst the title of this essay suggests more than one “new museology”, it was rather a licence poétique to emphasize the two major theoretical movements that have evolved in the second half of the 20th Century[1]. As a result of the place(s)/contexts where they originated, and for clarity purposes, they have been labelled in this essay as the “Latin new museology” and the “Anglo-Saxon new museology”; however they both identify themselves by just the name of “New Museology”. Even though they both shared similar ideas on participation and inclusion, the language barriers were probably the cause for many ideas not to be fully shared by both groups. The “Latin New museology” was the outcome of a specific context that started in the 1960s (de Varine 1996); being a product of the “Second Museum Revolution”(1970s)[2], it provided new perceptions of heritage, such as “common heritage”. In 1972 ICOM organized the Santiago Round Table, which advocated for museums to engage with the communities they serve, assigning them a role of “problem solvers” within the community (Primo 1999:66). These ideas lead to the concept of the Integral Museum. The Quebec Declaration in 1984 declared that a museum’s aim should be community development and not only “the preservation of past civilisations’ material artefacts”, followed by the Oaxtepec Declaration that claimed for the relationship between territory-heritage-community to be indissoluble (Primo 1999: 69). Finally, in 1992, the Caracas Declaration argued for the museum to “take the responsibility as a social manager reflecting the community’s interests”(Primo 1999: 71). [1] There have been at least three different applications of the term ( Peter van Mensch cited in Mason: 23) [2] According to Santos Primo, this Second Museum Revolution was the result of the Santiago Round Table in Chile, 1972, and furthered by the 1st New Museology International Workshop (Quebec, 1984), Oaxtepec Meeting (Mexico, 1984) and the Caracas Meeting (Venezuela, 1992) (Santos Primo : 63-64)

Deaf identity among alumni of Option schools in the U.S.

This descriptive study surveys deaf identity of alumni of Option schools in the United States. The issue of deaf identity is addressed and the importance of deaf role models in Option schools is presented.

Reviewing Member States’ Commitment to the European External Action Service. EPIN Working Paper No. 34, 20 November 2012

Based on interviews with diplomats from a representative cross-section of nine member states and members of the EEAS itself, the research findings of this EPIN Working Paper confirm long-standing traditions and member state perceptions of cooperation with European institutions. The paper also reveals new aspects of the intergovernmental method of foreign policy shaping and making in the European Union; in particular how different national positions can positively or negatively affect the consolidation of the EEAS and the role of the EU as an international actor. As such, the Working Paper makes an original contribution to the existing literature on one of most discussed actors in the European Union’s post-Lisbon architecture in the domain of EU external action.

Dual citizenship or dual identity? Does 'transnationalism' supplant 'nationalism' among returning Trinidadians?

In this article we focus on the dual identities of relatively young Trinidadians who have decided to return to the island of their birth, or of their parents, while still in their thirties and forties. Highly-educated professional transnational migrants mostly make tip our sample of 36; 26 possess dual citizenship. We focus on our informants' narratives about their transnational experiences, self-appraisals of their dual identities and how they value dual citizenship. More generally, we ask does transnationalism supplant nationalism among our returning informants? Unsurprisingly, the diverse responses we document do not support the commonly held explanatory relationship between return adaptations, 'national belonging' and the expected dominance of 'transnational belonging'. Family, relations intervene significantly, both to encourage transnationalism and to strengthen nationalism. Feelings of notional belonging often accompany transnationalism. Notably, we view dual citizenship strategically and pragmatically as advantageous to the continuation of transnational practices.