E&S Journal logo

Article

School Climate

Education

School Management

September 18, 2023

Management and motivation in the perception of school employees: a study from 2012 to 2022

DOI: 10.22167/2675-6528-20230068
E&S 2023,4: e20230068

Diana de Souza Cara; Natália Capristo Navarro

A place for coexistence, learning, and personal development, the school, highly focused on students, may in some cases be unsatisfactory regarding its staff. This article discusses the issue of school management in Brazilian schools, seeking to understand if the adopted management models impact their staff, more precisely, if they influence motivation and school climate, positively or negatively.

According to Lima[1], school management can contribute to a positive climate within the school, and this favors pedagogical work, as it brings people closer around the common objectives of this institution. Based on this assertion, an analysis was carried out to verify if other authors agreed with this vision. It was identified that one way to seek this more positive climate is through democratic management, which, according to Souza[2], has been undergoing a development process within Brazilian schools, with teachers and managers building more horizontal dialogues to deal with day-to-day school problems. For Lima[3], however, democratic school management is a continuous and never-concluded process of experiencing democracy within school units.

Fauri[4] goes further and argues that the school environment should be relaxed and cooperative, built through constant dialogue, where people feel comfortable expressing their opinions without fear of judgment or retaliation. The author also states that the manager needs to be aware that their attitudes and behaviors can cause discomfort in the team and, according to her, this is something that needs to be addressed, as the lack of employee motivation can interfere with both their professional and personal lives.

According to Novello[5], studies on school climate that go beyond common sense are recent in Brazil, a fact that impacted the analysis of the subject, demonstrating that much can still be studied. Therefore, an exploratory research was decided upon through the systematic review methodology, based on secondary data that allowed an analysis of what has already been produced on the subject. This review consisted of a study guided by the research protocol, developed from the following question: “what is the impact of management on school climate and employee motivation?”.

The research aimed to analyze the influence of school management on employee motivation and the climate of educational institutions, based on literature produced over a ten-year period. The theme proved relevant in that it can contribute to a reflection on actions through which managers can motivate their teams and inspire positive attitudes, retaining talent in school units.

The indexing databases used were Scielo and Google Scholar. Only works in Portuguese were considered, within the chronological parameter of 2012 to 2022. The descriptors used were: school climate, school management, communication, leadership, motivation, and active listening. During data extraction, the search presented 260 results, of which 209 were excluded for not being in accordance with the proposed theme; one was eliminated for being a duplicate, and another, for being a book chapter. This left 49 studies, including articles, theses, and dissertations, which were duly analyzed. To proceed with the systematic review, three inclusion criteria (CI) and three exclusion criteria (CE) were established, shown below:

  • CI1 – Works present in the aforementioned indexing databases;
  • CI2 – Works that were in accordance with the proposed theme;
  • CI3 – Studies that contemplated the reality of Brazilian schools;
  • CE1 – Works not related to the proposed theme;
  • CE2 – Studies that did not only contemplate the reality of Brazilian schools;
  • CE3 – Works that did not fully meet the inclusion criteria.

In Table 1, below, it is possible to view the works found in the search, according to the previously established criteria:

Table 1. Selected works, analyzed and submitted to the inclusion and exclusion criteria

No.Selected articlesYearCriterion applied
1KNOBLAUCH, Adriane et al. Survey of research
on school culture in Brazil.		2012CE1
2VELOSO, Luísa et al. Participation of the educational community in school management.2012CE2
3JUSTO, Maria Christina. Course coordination in
higher education: performance, functions, possibilities, and limits.		2013CE3
4PASSADOR, Cláudia Souza; SALVETTI, Thales Silveira.
Democratic school management and critical organizational studies
theoretical convergences.		2013CE3
5FAURI, Marielza Teipel. Interpersonal relationships in the school context and the performance of management: a case study.2014CI1, CI2, CI3
6BEZERRA, Maura Costa. Being a manager of early childhood education:
what meanings are attributed in professional culture?		2014CE3
7SILVA, Andréia Ferreira; SOUZA, Antônio Lisboa Leitão.
Conditions of school work: challenges for municipal education systems
.		2014CE3
8PEREIRA, Fátima; MOURAZ, Ana. Crisis of
school education and teachers’ perceptions of their work:
professional identity and school climate under analysis.		2015CE2
9COELHO, Fabiana Martins. The daily life of school management:
the case method in the systematization of problems.		2015CE1
10COSTA, Andreia Rubina da Conceição; BENTO, António V.
Leadership practices and behaviors in the management of
school human resources.		2015CE3
11OLIVEIRA, Ana Cristina Prado de; WALDHELM, Andrea
Paula Souza. Director leadership, school climate and
student performance: what is the relationship?		2016CI1, CI2, CI3
12ESTRELA, Eliana Nunes. Cooperative learning: an
experience in a public school in the municipality of
Jardim Ceará.		2016CE1
13RAMOS, Fernando Manuel Freire da Silva. The general council
as an instrument of public governance – case study: the grouping of schools of São João do Estoril.		2016CE2
14ALVES, Wanderson Ferreira. Evaluate and manage: strength and misery
of an ideology present in educational policies
contemporary.		2016CE1
15LOPES, Mário da Lomba. Administration and management of secondary schools in Cape Verde: perspectives and practices of directors.2017CE2
16ABDIAN, Graziela Zambão et al. Meanings of policy and management in research on the school.2017CE3
17ALVES, Márcia Galdino. School management: challenges and
possibilities of participatory management in public schools.		2017CE3
18LIMA, Licínio C. Why is it so difficult to democratize the
management of public schools?		2018CI1, CI2, CI3
19OLIVEIRA, Ana Cristina Prado de; CARVALHO, Cynthia
Paes de. School management, director’s leadership and educational
outcomes in Brazil.		2018CI1, CI2, CI3
20OLIVEIRA, Ivana Campos; VASQUES-MENEZES, Ione.
Literature review: the concept of school management.		2018CI1, CI2, CI3
21PEREIRA, Rodrigo da Silva; SILVA, Maria Abádia da.
Educational policies and management conception: what high school principals in the Federal
District say.		2018CI1, CI2, CI3
22SOUSA, Ivonete Ferreira. et al. The networks of integral education
in the Federal District under the prism of school management.		2018CE3
23PASCHOALINO, Jussara Bueno de Queiroz. School management
in basic education: constructions and strategies facing professional
challenges.		2018CE3
24BOTLER, Alice Miriam Happ. School management for a fairer school.2018CE2
25FALSARELLA, Ana Maria. Studies on school culture: form, traditions, community, climate, participation, power.2018CE3
26ELLER, Edson Wander. The conception of conflict mediation in the school environment.2019CE3
27MIRANDA, Antônio Carlos et al. Factors affecting the
school climate: the teachers’ vision.		2019CI1, CI2, CI3
28MORO, Adriano et al. Assessment of school climate:
construction and evaluation of measurement instruments.		2019CI1, CI2, CI3
29SOUZA, Ângelo Ricardo de. The conditions of
democratization of the management of the Brazilian public school.		2019CI1, CI2, CI3
30DIAS, Gueroliny Ruany Uchôa. School management and practices
for conflict reduction: restorative justice in question.		2019CE1
31FERRINHO, Lisa Mateus. The aggregation of schools and the
(re)construction of an identity matrix: the leadership
of the school principal.		2019CE2
32BENEVIDES, Tacila Maria Alves. Management and equity:
the challenge of dropout in the 1st grade of the Ananias do Amaral Vieira High School
.		2019CE1
33OLIVEIRA, Regina Tereza Cestari. The changes in the
forms of school management in the context of the new public
management in Brazil and Portugal.		2019CE2
34NOVELLO, Rejane. Positive interpersonal relationships:
an ethnographic study in a municipal school
in Cascavel, PR.		2020CI1, CI2, CI3
35HOLANDA, Cristiane Carvalho. The development of
socioemotional skills in biocentric education,
in cooperative learning and in circles
of peace building from an autobiographical narrative
.		2020CI1, CI2, CI3
36GOBBI, Beatriz Christo et al. Good management improves school performance, but what do we know about the
effect of management complexity on this relationship?		2020CE1
37BANDLER, Paula Cristina Castro Pinheiro. The formative dimension as a mobilizer of supervisory action.2021CI1, CI2, CI3
38BRÁS, Ana Sofia da Conceição. Leadership and organizational culture: the impact of the director’s leadership
on culture
.		2021CI1, CI2, CI3
39TAVARES, Ezequiel. The role of communication in the relationship
between school and family: a case study in a
school for 2nd and 3rd cycle of basic education.		2021CE2
40OLIVEIRA, Vanessa Paula. Institutional self-assessment
as an edu-communication tool at the service
of democratic and participatory school management.		2021CE3
41LIMA, Maria de Fátima Magalhães. Selection of directors
and the meaning of school management: perceptions of directors
on the management plan.		2021CE1
42LIMA, Carla Valéria Farias. “Learning to be a school director
being”: a look at the learning
of beginner directors.		2022CI1, CI2, CI3
43LIMA, Daniel Hidalgo; PERES, Maria Fernanda Tourinho.
School climate and health research in
Brazil – a scoping review.		2022CI1, CI2, CI3
44PERRELLA, Cileda dos Santos Sant’anna; ALENCAR,
Felipe. Management for results and control actions
in the São Paulo educational policy.		2022CI1, CI2, CI3
45RABELLO, Luis Gustavo. School management in
times of pandemic: impacts and challenges of private schools
in Varginha-MG.		2022CE3
46SIMIELLI, Lara. Systematic review of Brazilian literature
on school principals.		2022CI1, CI2, CI3
47ALVES, Thaís Lopes de Lucena; BISPO, Marcelo de Souza.
Formation of school public managers in light
of practical reflexivity.		2022CE1
48SILVA, Maria Cristiane Lopes et al. Weaving
looks at conflict management in school.		2022CE1
49RAGAZZO, Carlos Emmanuel Joppert; ALMEIDA,
Guilherme. A data-driven strategy
for training directors.		2022CE2
Source: Original research data

Figure 1, below, shows the selected studies at the end of the primary data analysis, after being subjected to inclusion and exclusion criteria. Of the 49 studies selected for deeper analysis, 17 were considered suitable for discussion of the proposed theme, while 32 were evaluated as insufficient for this systematic review because they did not meet the aforementioned inclusion criteria.

Figure 1. Selection of works
Source: Original research results.

To begin the journey to understand more about school management, it is necessary to understand the concept of management, a word originating from the Latin gestione which, according to Oliveira and Vasques-Menezes[6], is the act of administering; over time, however, the term has come to have a more pedagogical and political character.

Simielli[7] conducted a study in which articles developed in Brazil from 1989 to 2019 about school principals were analyzed. The author verified that, in the country, there are few studies on the topic and that, moreover, only around 6% of articles on school management focus on managers – hence the importance of this theme continuing to be explored.

Pereira and Silva[8] raised the following question in their research: “in your understanding and experience, how is effective school management constituted?” According to them, the answers were that it is through:

a) “participation and dialogue” (46%);

b) “human and material resources” (26%);

c) “professional engagement” (26%).

Thus, it is observed that dialogue was seen as important by most participants.

When discussing the topic of school management, it is necessary to address one skill in particular: leadership. It is worth evaluating the position of Souza[2], who believes that leadership capacity is difficult to assess through competitions, given that the leader is expected to possess certain subjective values, therefore, difficult to measure. Simielli[7] goes further in the discussion, as she assesses that school leadership needs to become a structured research field in Brazil. The author argues that the topic should be a priority on the governmental agenda, since managers play a significant role in promoting quality education, which is legitimized by Brás[9]; who states that it is possible to verify that a strong organizational culture depends on effective leadership, which can even contribute to student outcomes. This view is also corroborated by Oliveira and Waldhelm[10], who cite that some attention is already being given to the field of management and leadership in schools, considered as important influencing factors in student learning outcomes.

In general, shared leadership has been seen as more effective than centralization in the manager’s person[9]. For it to become possible in the school, the leader is expected to be democratic and, preferably, charismatic. For Brás[9], it is possible to reach this level of leadership through continuing education. The investigation needed next, then, is about democratic management. Is this model used in Brazilian schools? How can it facilitate the work of managers?

Through democratic management, decision-making is shared with the school community. According to Souza[2], democracy demands a willingness to dialogue from the manager, and therefore, it is expected that they be willing to listen actively. Still according to the author, without dialogue there is no contradiction, and without contradiction there is no democracy. Therefore, it is healthy to have different opinions, which is usually beneficial for discussions and decision-making. Bearing in mind that the school is a space for building citizenship, Souza[2] also mentions that it is important for the manager to know how to measure the school’s democratic levels, to enable comparison and promote a development process over time.

With the decentralization of decision-making in schools, some groups become more heard, such as the Parents and Teachers Association and the student council[11]. These entities can contribute to the school’s demands, bringing diverse points of view that may be unknown to managers. Oliveira and Vasques-Menezes[6] observed that research on the theme of school management with an emphasis on democratic management has increased in recent years, but still needs to be further explored in schools. According to Lima[3], factors such as a clear vision from all members of the school community, ambitious goals, strong leaders, more professional teachers, and families capable of opining on decisions form the basis of institutions that present the best results.

Once the school community is engaged in the decision-making process, the manager can seek support to face the problems that arise, because, according to Souza[2], democracy gains strength when it transforms concrete social relations. According to the author, there is another instrument that can contribute to democratic management: the construction of the Political Pedagogical Project (PPP), whose ideal elaboration scenario would involve the participation of most members of the school community. It is noticeable that, by feeling part of the school, the community feels comfortable collaborating in solving problems and in the continuous improvement of the school environment, which become shared objectives for everyone[12]. This active participation of the entire community aims to guarantee the quality of teaching[6], which is the school’s reason for being.

It is therefore recommended that the manager facilitate the existence of more democratic management in the school, as this will allow them to share decision-making with the school community and seek support whenever necessary. In this way, everyone will feel part of the school context, which can generate more motivation.

One of the school manager’s duties is precisely to motivate employees to achieve the institution’s objectives. When he is seen as a partner, a climate of trust and belonging is created, which occurs especially when he respects each person and contributes to the personal and professional development of each one[13]. Novello[5] states that when professionals feel engaged, organic collaboration is generated, through which they help each other naturally, as the main objective is the common good of the group and the success of the team. According to Holanda[14], it is important for the manager to know how to value each person’s talents so that together they can achieve the school’s objectives, because, added together, these skills create a more complex team, in which aptitudes complement each other.

In order for him to motivate his team, it is necessary for the manager to also be motivated; it is perceived, however, that this is not a simple task. Normally he has also been a teacher and, therefore, masters the pedagogical issues, but may have difficulty performing political and administrative functions. According to Lima[1], managers generally learn these functions precisely when they start working in school management. Although Moro et al.[12], in a broad bibliographic review on school climate, did not manage to find a consensus on the concept, according to the authors the references agree that climate concerns the school community’s perception of the environment and the relationships established at school.

According to Moro et al.[12], the investigation of school climate, despite still being little studied in Brazil, is important for each member of the school community to express their vision, as this set of perceptions provides a photograph of the environment and, in this way, the manager has more ease in establishing priorities on the areas that need interventions and improvements. Oliveira and Carvalho[15] also believe in the idea that the manager’s leadership can favor the adequate climate for more effective pedagogical work, which may result in good student performance. Among the research on school climate, few consider the opinions of the various actors involved, according to Moro et al.[12], however, Lima and Peres[16] consider that these different perceptions significantly affect the group’s behavior. Brás[9] places the manager as the conductor of pedagogical work and says that, in this position, they can contribute to a healthy school climate.

Given the above, the following question arises: how to maintain a positive school climate? Lima[1] offers a clue by stating that managers should prioritize a good relationship among all people who make up the school environment; this good relationship is, however, the result of long work. The ideal is that the manager does not lose sight of the professionalism that their role demands. Moro et al.[12] report that each school has its own climate, which varies according to the psychosocial atmosphere of each and influences the school dynamics, in addition to interfering with the quality of life of the people who attend the school and the teaching and learning process. Miranda[17] et al. agree that each school has its own climate and that this determines the productivity and quality of life of people. Lima[1], in turn, considers that the manager alone cannot be held responsible for educational quality, however, by being at the forefront of management, they must ensure the issues that contribute to a positive school climate.

This work sought to contribute to the discussion on important topics in schools, but it presented some limitations, such as, for example, considering only two databases for information collection, as well as analyzing only productions in Portuguese and more current references. Thus, it is important that other works on this and related topics be developed so that this discussion can continue, thereby contributing to the improvement of school environments in Brazil. This article is the result of a selection of information present in the literature, and its objective was never to exhaust the subject. From here, other research can be carried out to deepen the analyzed topics or add other circumstances to the established discussion. It was possible to conclude, however, that management does indeed play a fundamental role in motivating employees and in the school climate, and in order for it to perform favorably in this regard, it can make use of some tools analyzed during this study. It is believed that, thus, it will be possible to make the school climate more positive.

References

[1] Lima C.V.F. “Aprendendo a ser diretora de escola sendo”: um olhar para as Aprendizagens de diretoras iniciantes [Dissertação]. São Carlos (SP): Universidade Federal de São Carlos; 2022. Disponível em <https://repositorio.ufscar.br/handle/ufscar/16667>. Acesso em: 03 set. 2022.

[2] Souza A.R. As condições de democratização da gestão da escola pública brasileira. Ensaio: Avaliação e Políticas Públicas em Educação. 2019; 27(103): 271-290. DOI: 10.1590/S0104-40362018002601470.

[3] Lima L.C. Por que é tão difícil democratizar a gestão da escola pública? Educar em Revista. 2018; 34(68): 15-28. DOI: 10.1590/0104-4060.57479.

[4] Fauri M.T. As relações interpessoais no contexto escolar e a atuação da gestão: um estudo de caso [Monografia]. Três Passos (RS): Universidade Federal de Santa Maria; 2014. Disponível em: <https://repositorio.ufsm.br/handle/1/11774>. Acesso em: 03 set. 2022.

[5] Novello R. Relações interpessoais positivas: um estudo etnográfico em uma escola municipal de Cascavel PR [Dissertação]. Cascavel (PR): Universidade Estadual do Oeste do Paraná; 2020. Disponível em: <https://tede.unioeste.br/bitstream/tede/4833/5/Rejane%20Novello.pdf> Acesso em: 03 set. 2022.

[6] Oliveira I.C.; Vasques-Menezes I. Revisão de literatura: o conceito de gestão escolar. Cadernos de Pesquisa. 2018; 48(169): 876-900. DOI: 10.1590/198053145341.

[7] Simielli L. Revisão sistemática da literatura brasileira sobre diretores escolares. Cadernos de Pesquisa: Políticas Públicas, Avaliação e Gestão. 2022; 52: e08984. DOI: 10.1590/198053148984.

[8] Pereira R.S.; Silva M.A. Políticas educacionais e concepção de gestão: o que dizem os diretores de escolas de ensino médio do Distrito Federal. Educar em Revista. 2018; 34(68): 137-160. DOI: 10.1590/0104-4060.57219.

[9] Brás A.S.C. Liderança e cultura organizacional: o impacto da liderança do diretor na cultura [Dissertação]. Fafe (Portugal): Escola Superior de Educação de Fafe; 2021. Disponível em: <https://comum.rcaap.pt/handle/10400.26/40388>. Acesso em: 03 set. 2022.

[10] Oliveira A.C.P.; Waldhelm, A.P.S. Liderança do diretor, clima escolar e desempenho dos alunos: qual a relação? Ensaio: Avaliação e Políticas Públicas em Educação. 2016; 24(93): 824-844. DOI: 10.1590/s0104-40362016000400003.

[11] Perrella C.S.S.; Alencar F. Gestão para resultados e ações de controle na política educacional paulista. 2022. Educação em Revista. 2022; 38: e25020. DOI: 10.1590/0102-469825020.

[12] Moro A.; Vinha T.P.; Morais A. Avaliação do clima escolar: construção e avaliação de instrumentos de medida. Caderno Pesquisa. 2019; 49(172): 312-334. DOI: 10.1590/198053146151.

[13] Bandler P.C.C.P. A dimensão formativa como mobilizadora da ação supervisora [Dissertação]. São Paulo (SP): Universidade Católica de São Paulo; 2021. Disponível em: <https://repositorio.pucsp.br/jspui/handle/handle/25994>. Acesso em: 03 set. 2022.

[14] Holanda C.C. O desenvolvimento das competências socioemocionais na educação biocêntrica, na aprendizagem cooperativa e nos círculos de construção de paz a partir de uma narrativa autobiográfica [Tese]. Fortaleza (CE): Universidade Federal do Ceará; 2020. Disponível em <https://repositorio.ufc.br/handle/riufc/53011>. Acesso em: 03 set. 2022.

[15] Oliveira A.C.P.; Carvalho C.P. Gestão escolar, liderança do diretor e resultados educacionais no Brasil. Revista Brasileira de Educação. 2018; 23: e230015. DOI: 10.1590/s1413-24782018230015.

[16] Lima D.H.; Peres M.F.T. As pesquisas sobre o clima escolar e saúde no Brasil – uma revisão de escopo. Ciência & Saúde Coletiva. 2022; 27(9): 3475-3485. DOI: 10.1590/1413-81232022279.21842021.

[17] Miranda A.C.; Bertagna R.H.; Freitas L.C. Fatores que afetam o clima da escola: a visão dos professores. Pro-Posições. 2019; 30: e20160102. DOI: 1590/1980-6248-2016-0102.

Como citar

Cara D.S.; Navarro N.C. Gestão e motivação na percepção dos funcionários da escola: um estudo de 2012 a 2022. Revista E&S. 2023; 4: e20230068.

Sobre os autores

Diana de Souza Cara, Serviço Nacional de Aprendizagem Comercial. Rua Quadros Sobrinho, centro, Limeira, São Paulo, Brasil.

Natália Capristo Navarro, doutoranda em Educação. Universidade Federal Fluminense, Centro de Estudos Sociais Aplicados, Faculdade de Educação. Rua Professor Marcos Waldemar de Freitas Reis São Domingos, Niterói, Rio de Janeiro, Brasil

Link para download: https://cms.revistaes.com.br/wp-content/uploads/2023/09/ES_23068.pdf

Most recent

October 02, 2026

Determinants of supermarket location in São Paulo

Neuroscience And Learning In Education

October 02, 2026

Anti-Racist Education: Inclusive Educational Practices and Social Development

Neuroscience And Learning In Education

October 02, 2026

Paths of Inclusion: Perceptions of Parents and Teachers on the Schooling of Students with Dual Exceptionality in the Brazilian Context

October 02, 2026

Predictive modeling for inventory management: increased productivity and efficiency in a food distribution center

October 02, 2026

Data Transformation into Strategy: Applied Research for Ecotourism Operation Optimization

October 02, 2026

Classification of defaulting customers using supervised machine learning techniques

October 02, 2026

Sentiment Analysis on Brazilian Banks on Twitter/X: Comparison between Traditional and Digital Institutions

October 02, 2026

Optimization of annual budget planning through project management methodologies

October 02, 2026

Innovation in traditional business models and its impact on the workplace

You may also like

School Management

October 02, 2026

Training of school managers for inclusion: challenges and perspectives in public education networks

School inclusion constitutes a central principle of contemporary educational policies, directly linked to the guarantee of the right to education. The study aimed to analyze how the continuing education of school managers for inclusion is conceived in normative and institutional documents, considering its limits and possibilities in public education networks. The research was characterized as qualitative, of a descriptive-analytical nature, and used documentary analysis as the main procedure. The corpus was composed of educational legislations, national guidelines, institutional indicators, and, more recently, Decrees nº 12.686/2025 and nº 12.773/2025, which updated the debate on inclusive education in Brazil. The results showed that, although inclusion is consolidated in the normative plan, challenges related to the continuing education of school managers persisted, which still presented itself in a fragmented, discontinuous, and poorly articulated manner with the real demands of schools. An expansion of responsibilities attributed to school management was also observed, without the corresponding guarantee of adequate institutional conditions. It was concluded that the effective implementation of inclusion depends on the articulation between structured training policies, working conditions, and institutional support, with the continuing education of managers being a strategic element for the construction of inclusive practices.

Keywords: Inclusive education; Continuing education; School management; Inclusion; Public policies.

School Management

September 30, 2026

Climate education and school sustainability: institutional diagnosis in Brazilian public schools

School sustainability is a central challenge for contemporary educational management, requiring articulation between public policies, pedagogical practices, and institutional organization. This research evaluated the degree of institutionalization of sustainability in Brazilian public schools through the development and application of the School Sustainability Indicators Model (MISE). The MISE was built from the systematization of national and international normative references, institutional frameworks, and scientific literature, being structured into three dimensions (School Management and Governance; Curriculum and Pedagogical Practices; Infrastructure and Green Culture), each composed of five indicators evaluated on an institutional maturity scale from 0 to 3. The model was applied to the documentary analysis of the Political-Pedagogical Projects of two public Basic Education schools, located in the Center-West and South regions of Brazil. The results showed that both schools achieved intermediate levels of institutionalization, but through distinct trajectories: the school in the Center-West advanced through pedagogical identity and territoriality, while the school in the South consolidated through formal governance and organizational continuity. Climate adaptation emerged as the least institutionalized dimension in both contexts, revealing a transversal gap between legal frameworks and school practices. The MISE demonstrated the capacity to discriminate not only levels but also institutional sustainability profiles, offering a methodological basis for institutional diagnosis processes in public education networks and for strategic planning of contextualized actions.

Keywords: Climate Adaptation; Environmental Education; Sustainable School Management; Institutional Indicators; Educational Public Policies.

School Management

September 30, 2026

Quality management in a pre-university preparatory course

This study investigated the demotivation of teachers and students in a community pre-university preparatory course in the East Zone of São Paulo. The objective was to apply Quality Management tools, such as the Cause-and-Effect Diagram (Ishikawa) and Brainstorming, to diagnose and propose solutions for this issue. A case study with a qualitative and quantitative approach was adopted. Data were collected through structured questionnaires applied to 22 collaborators and 350 students, in addition to a brainstorming session with the management team. The data were analyzed to identify causal variables and categorize problems. The results revealed that demotivation was multifactorial, with critical points in people management, physical infrastructure, teaching methods and materials. A high rate of burnout among volunteers and a gap in students’ basic schooling were identified. Student perception of teaching methods was predominantly positive (85% satisfactory/excellent), but work fatigue (35%) and insecurity with basic content (62%) were obstacles to participation and motivation. Complaints about external noise and insufficient ventilation affected 70% of respondents. It was concluded that the application of these quality management tools is a viable methodological strategy to improve the institutional efficiency and social impact of the preparatory course. The professionalization of management, even in social and volunteer contexts, proved essential for the project’s sustainability and the democratization of access to higher education.

Keywords: Democratization of education; Popular education; Case study; Quality management; School management.

School Management

September 30, 2026

The Pedagogical Coordinator in High School: Possibilities and Challenges

The role of the pedagogical coordinator in public high schools in the Federal District was analyzed, focusing on their attributions, training, professional identity construction, and challenges. The study began with the observation that, despite its strategic importance, the coordinator’s performance faces challenges due to the ambiguity of their attributions and the practice of their functions. The objective was to analyze the attributions of the pedagogical coordinator and identify the challenges in constructing their professional identity and defining their tasks. The investigation adopted qualitative and quantitative approaches, combining bibliometric analysis of scientific production in Portuguese (1996-2025), examination of legal and normative documents, and critical interpretation of professional experience. The results indicated that pedagogical coordination remains a strategic function, but is marked by ambiguity of attributions, task overlap, training fragility, tensions between control and autonomy, and difficulties in consolidating a clear professional identity. The reviewed literature recognized the continuing education of teachers as a central axis of the function, but highlighted the gap between the expected role and the actual practice. It was concluded that strengthening pedagogical coordination in high school requires institutional reorganization of work, specific training policies, greater normative clarity, and valuing the coordinator as an articulator of the pedagogical project and teacher development.

Keywords: Pedagogical coordinator; High school; Teacher training; Identity.

School Management

September 30, 2026

Initial Teacher Training: Between Curriculum and Practice in the construction of an Anti-racist Education in Brazil

Brazilian legislation has intensified the mandatory inclusion of Afro-Brazilian history and culture in educational institutions, aiming to consolidate the cultural identity of Afro-descendants, recognize their importance in the formation of national culture, and combat racism, actions essential to strengthen this awareness in the initial training of teachers. The research objective was to analyze documents from undergraduate Pedagogy courses, specifically the curriculum and syllabus, to verify if higher education institutions promoted consistent teacher training, in accordance with the guidelines for anti-racist education. A qualitative research was conducted, analyzing curricular matrices and syllabi from undergraduate courses at public and private institutions located in the state of São Paulo. The results pointed to a scenario of significant convergences and divergences among institutions, evidencing a lack of clarity in the nomenclature of disciplines, especially the absence of terms related to Africanities. The need for continuing education was observed to guarantee and expand anti-racist work. It was concluded that the inclusion of the Afro-descendant theme in teacher training still fluctuates, creating space for school administrators to promote continuing education actions.

Keywords: Afro-descendant; Anti-racist education; Initial training.

School Management

September 30, 2026

The Training of School Principals in Faith-Based Schools: A Curricular Analysis in Light of Leadership for Learning.

The increase in educational institutions and enrollments in Basic Education highlights a dual challenge for faith-based schools: maintaining educational quality and aligning sustainable growth with institutional principles and values. In this context, the strategic educational leadership of the school principal is crucial for conducting pedagogical and institutional planning. The study investigated the extent to which continuing education courses for school managers, focused on the context of Protestant faith-based schools, incorporated strategic leadership oriented towards learning, aligned with the theoretical-normative framework of Leadership for Learning (LA) and the National Base of Competencies for School Principals (BNC-DE). The methodology employed a qualitative approach of comparative documentary analysis, operationalized by the technique of categorical content analysis. The interpretation of the curricular matrices, guided by emergent and analytical categories, revealed that the curricula incorporated important dimensions of manager training, such as strategic management, human development, articulation between theory and practice, and institutional identity. However, these dimensions were predominantly fragmented, lacking an integrating axis centered on student learning. Therefore, an incipient analytical model was proposed, structured in four dimensions, which understands evidence-based learning as the organizing principle of educational leadership, suggesting a curricular reorientation to overcome fragmentation and promote effective educational leadership.

Keywords: BNC-DE; Manager Training; Educational Leadership; Leadership for Learning; Strategic Planning.

School Management

September 30, 2026

The neglect of ethno-racial issues and the inaction of school management in teacher training

This study discussed the neglect of ethnic-racial issues and the inaction of school management in the continuing education of teachers, despite Laws 10.639/03 and 11.645/08. The objective was to identify the level of priority given to anti-racism in daily school life and to propose a management methodology to combat racist and colonizing practices. A documentary research was conducted, analyzing 38 agendas from Collective Pedagogical Work Classes (ATPC) from a public state school in the Full-Time Education Program (PEI) in the city of São Paulo, over one year. The study was based on Paulo Freire’s liberating pedagogy, theories of democratic management, and the concepts of Coloniality and Epistemicide. The results indicated that, despite the legal framework, the implementation of the laws occurred episodically and superficially, often restricted to commemorative dates, evidencing the invisibility of ethnic-racial themes in training. The research indicated the implementation of a management methodology, such as Design Thinking, to initiate a cultural change project in the school environment. For this, the pedagogical coordination must act as an articulator of teacher training, playing a crucial role in overcoming sterile verbalism and transforming the school into an effective space for the decolonization of knowledge.

Keywords: Epistemicide; Teacher Training; School Management; Law 10.639/03; Ethnic-Racial Relations.

School Management

September 30, 2026

Political Pedagogical Project for free music courses: case study in an arts school in São Bernardo do Campo – SP

The Law of Directives and Bases of National Education (1996) established the mandatory nature of the Political-Pedagogical Project (PPP) for regular schools, but its application is not common in institutions offering free courses. Given this gap, this study developed a PPP for the music course at a private arts school in São Bernardo do Campo, SP. The objective was to assist in establishing the institution’s identity and pedagogical organization. The methodology employed was exploratory in nature, applied to a case study with a mixed approach, based on the analysis of documents provided by the school and the observation of school routines. The results demonstrated the importance of implementing the PPP to unify knowledge among students of different musical instruments. It was found that, after its implementation, it is essential for the results to be analyzed and the document revised as necessary. Additionally, the work opened doors for the conception of guiding documents for the other courses offered by the school.

Keywords: Arts Education; Music Education; Pedagogical Planning; Curriculum Proposal.

School Management

September 30, 2026

Inclusion and Anti-Bullying Policies: A Legal-Managerial Perspective in Regular Education Schools

School violence and exclusion, manifested in their various forms, represent persistent challenges in the Brazilian educational context, as widely reported. The objective was to revisit the laws governing education and analyze their practical application, proposing more assertive legal-ethical approaches for schools. To this end, federal documents on bullying and inclusion were analyzed, confronting them with real cases. A descriptive research with a qualitative approach was carried out, investigating, through case studies in schools in Brazil, the correct and erroneous actions of managers and other professionals involved in conflicts. It was found that, despite the existence of protective laws for children and adolescents, their effectiveness is compromised by the lack of professional training, difficulty in detecting the acts, or by the silencing of many cases. The need to train adults in the school environment to effectively identify, prevent, and combat bullying and exclusion was highlighted. As a contribution, several suggestions were presented to improve conflict resolution, emphasizing the importance of the partnership between family and school, and investment in education to provide an environment suitable for learning.

Keywords: Fundamental rights; Case studies; Democratic management; Educational legislation; Conflict resolution.

Education

August 21, 2026

Cyber education as a competitive advantage in the digital economy

Companies that invest only in technology remain vulnerable to risks The economy has become digital. This statement, which a few years ago might have sounded like a trend diagnosis, today describes a consolidated reality. Companies, consumers, financial institutions, governments, and professionals have come to depend on connected platforms to conduct transactions, share information, hire services, consume content, study, work […]

Education

March 13, 2026

School calendar: where time is gained and where it is lost

Listing structuring themes and anticipating small interventions over the months allows for flexible and consistent work In the weeks leading up to the start of classes, the calendar usually reaches teaching teams through institutional meetings full of information. In many networks, especially in the state of São Paulo, these moments are led by professionals […]

Education

March 02, 2026

AI and professional training

Between efficiency, dependency, and responsibility Artificial intelligence (AI) is no longer a technological promise and has become a concrete part of educational and organizational practices, transforming how professionals are trained, learn, and act. According to a report by the Digital Education Council, published in 2025, 88% of the institutions investigated used AI minimally […]

Education

February 06, 2026

Digital literacy: the invisible condition of citizenship

Understanding, interpreting, and critically participating in the technological world has become a basic condition of contemporary life. We live in a digital era of permanent transformation. We are immersed, often almost invisibly, in a routine crossed by digital relationships of different natures: social, economic, professional, educational, and cultural. The presence of technology has become so constant […]

Education

January 16, 2026

Letters that draw maps: laws and practice in the educational field

When read together, they indicate paths, limits, and guidance trails for educational practice. The launch of the National Policy on Simple Language (law nº 15.263/2025), whose aim is to facilitate communication between the public authorities and citizens, has once again stirred the field of education. Since its promulgation, doubts have arisen about […]

Education

December 09, 2025

Strategic Storytelling in the training and management of people

Well-structured narratives as levers for meaningful learning, organizational culture, and purposeful decisions In a scenario marked by technological acceleration, process digitalization, and constant transformations in ways of learning, communicating, and leading, the ability to build relevant narratives has become a strategic differentiator. Storytelling, in this context, goes beyond a technique […]

Education

October 13, 2025

OECD, Brazil and the directions of technical education: convergences and dichotomies

Creativity is fundamental to balancing global standards and local realities The Organisation for Economic Co-operation and Development (OECD) emerged in the post-war period as an international forum to align reconstruction and development policies among industrialized countries. Its institutional objective has always been to formulate evidence-based policies, internationally comparable and adjusted to standards of efficiency and competitiveness. […]

Education

Innovation

September 10, 2025

Historiographical revisionism and teacher training: the risk of ideological distortion

Memory laws play a pedagogical and social role by fostering a more faithful understanding of Brazil’s historical and cultural formation. Revisiting the past is a condition of historical science itself. History is not a crystallized monument, but a field in constant re-elaboration, which reopens as new sources emerge and new methods consolidate […]

Education

School Management

Innovation

August 28, 2025

Drawing is thinking: the image in critical learning

The power of graphic narratives as pedagogical tools in contemporary schools In an era marked by information overload and the visual appeal of social media, schools still rely, predominantly, on linear texts and objective assessments. However, a possible pedagogy — and one that is increasingly urgent — recognizes drawing not as mere illustration […]

Education

April 27, 2026

How to turn a TCC into a business

New management of the Piracicaba Technology Park offers consulting to MBA graduates The new project director of the Piracicaba Technology Park (PTP), Alexandre Barreto, often says that one of the greatest rewards he has ever had in life was seeing his MBA USP/Esalq students structure companies from their final projects […]

Digital

Education

Technology

August 25, 2025

Artificial intelligence cuts costs and redefines productivity

Implementing AI in business can be easier than you imagine, but it requires preparation. You get into a brand new modern car, but you don’t adjust the seat, you don’t learn to turn on the air conditioning or control the sunroof, in short, you don’t bother to know how to use the available accessories and tools. You will be able to […]

Renata de Gaspari Valdejão Almeida

Education

Innovation

Technology

June 16, 2025

Digital Gap: Is Brazil prepared for the technological revolution?

From 2019 to 2024, the market opened 665,000 vacancies, but only 464,000 professionals graduated, a deficit of 30.2%. A report released by Brasscom (an entity representing technology companies in Brazil) projects that the sector should generate between 30,000 and 147,000 formal jobs in the country by the end of […]

Renata de Gaspari Valdejão Almeida

Education

Business Management

Innovation

February 21, 2025

Sebrae Program increases region’s companies’ productivity by 25%

ALI Project has been offering technological extension scholarships for 15 years to specialists who help micro and small entrepreneurs improve their businesses. The Brazilian Micro and Small Business Support Service (Sebrae) has been developing, for 15 years, a project that promotes innovation in products and processes and in the management of micro and small companies. It is […]

Renata de Gaspari Valdejão Almeida

Digital

Education

Technology

January 17, 2025

The new profile of the professional of the future

“Technology doesn’t work alone; it’s people and technology that will do increasingly productive and differentiated work.” The job market is undergoing an accelerated process of specialization. New fields of activity emerge all the time, driven by technological evolution. The news is good, because it heralds the emergence of more opportunities for […]

Renata de Gaspari Valdejão Almeida

Education

Innovation

Research

October 07, 2024

Veterinary pharmaceutical market grows in the country, but needs to invest in training

Pet market revenue in Brazil reached BRL 60.2 billion in 2022 Brazil is one of the five largest veterinary pharmaceutical markets in the world, according to the Regional Council of Veterinary Medicine of the State of São Paulo. It’s no wonder: more than half (53%) of Brazilian households have at least one dog […]

Renata de Gaspari Valdejão Almeida

Education

Strategy

People Management

May 23, 2024

Emotional intelligence as a corporate strategy

Large companies have already incorporated the development of employees’ emotional skills into their training culture. Emotional intelligence is one of the most important human skills. If developed from childhood, it can positively direct a person’s personal and professional evolution. Even if this skill has not been practiced throughout […]

Renata de Gaspari Valdejão Almeida

Education

Strategy

Innovation

October 03, 2023

Pecege completes 20 years generating innovation in Piracicaba (SP)

Soraia Fessel: interview Renata de Gáspari Valdejão Almeida: text From an extension program within the Esalq/USP campus to a distance learning institute that generates innovation, Pecege has a successful trajectory that has already completed 20 years. Discover fascinating details about the history of this non-profit institute from Piracicaba, in the interior […]

Renata de Gaspari Valdejão Almeida

Soraia Fessel

Education

December 10, 2025

Language model selection for Enem essay scoring

Heitor Dutra de Assumpção; Adriana Camargo de Brito Abstract generated by the ResumeAI tool, an artificial intelligence solution developed by Instituto Pecege focused on synthesis and writing. This study verifies the viability of using Language Models (LLMs) as automatic evaluators, under the “LLM-as-a-Judge” paradigm, for the correction of essays from the National High School Exam […]