Lideranças em uma escola do programa de ensino integal do estado de São Paulo.

Abstract

This dissertation is based on an investigation which is aimed at studying how leadership practices take shape in a “Comprehensive Education Program” school in the state of São Paulo, considering students, teachers, and the administration team. The study is based on the understanding that school leadership goes beyond administrative functions, assuming a pedagogical, participatory, and communicative character that is essential for strengthening democratic administration and the social quality of education. This theme is relevant due to the tensions within this Program, which combines innovative practices, such as tutoring and student protagonism, with managerial elements, including monitoring, platformization, and accountability. The research adopts a mixed-methods approach, articulating qualitative and quantitative data through participant observation, questionnaires, and document analysis. Data triangulation makes it possible to understand formal and informal leadership practices, as well as the meanings that subjects attribute to their experiences in everyday school life. The theoretical framework is supported by national and international authors who discuss pedagogical, distributed, participatory, and transformational leadership, in addition to dialogue with Habermas's Critical Sociological Theory to problematize the relationship between the lifeworld and the systemic world in the school context. The findings indicate that, despite the Program’s internal contradictions, there is potential to strengthen collaborative practices, if leadership is understood as a collective process of participation, dialogue, and shared decision-making, especially in schools located in socially vulnerable territories.