Lideranças distribuídas e clima escolar em duas escolas do Programa Ensino Integral do Estado de São Paulo

Abstract

Understanding the growing relevance and social demands for full-time education and the need to prevent indiscipline and violence in schools, in addition to improving relationships and coexistence between the different agents that make up the school, this investigation had as its theme the school climate and leadership in two schools of the Full-Time Education Program of the State of São Paulo. Our research question was: how are the school climate and distributed leadership related in the studied schools? Our research hypothesis is that a positive perception of the school climate and the presence of distributed leadership can facilitate democratic experiences in schools. The general objective was to understand how the school climate and leadership are characterized and configured in schools, to explore the perceptions and relationships between the phenomena. To this end, a mixed-methods research was conducted with the following procedures: participant observation, application of questionnaires, feedback meetings and semi-structured interviews. In this way, we measured the school climate in both schools, identified the leaders distributed in their various segments and discussed with the schools the results regarding the school climate and distributed leadership. We observed that both schools had a positive school climate in the eight dimensions of climate; furthermore, although leadership references were concentrated in hierarchically superior positions, there were structures, guidelines and practices for the distribution of leadership. We understand that a positive perception of the school climate and the presence of distributed leadership facilitated democratic experiences in schools by generating reference points for action and social organization related to the dimensions of holistic democracy.