A racionalidade como instrumento de tomada de decisão na gestão escolar e na resolução de conflitos

Abstract

In this work, we initially sought to identify the most recurrent types of conflicts in municipal schools in the municipal network of Maceió (AL) and analyze how managers act in these situations, with the aim of understanding their approaches and coping strategies in the school context. Based on Max Weber's theory of social action and types of rationality, and the conception of school as a political arena, the aim was to understand how administrators deal with tensions and disputes in the educational environment. The methodology used was qualitative research, with interviews based on a semi-structured script. The study was conducted in four schools in the municipal network of Maceió, with the participation of four school administrators (two men and two women) aged between 35 and 55 years old, and with at least 15 years of experience in the area of education. The results demonstrate the complexity of relationships in the school environment, where conflicts emerge as a natural part of the coexistence between different interests, values, and power dynamics. For most managers, conflict is understood as something inevitable and inherent to everyday school life. The most common types of conflict mentioned were interpersonal, mainly involving school professionals themselves. The coping strategies indicated by the participants reveal a predominance of practical and communicative rationality, with an emphasis on dialogue, active listening, and mediation. The managers' professional experience proved to be a determining factor in the choice of approaches adopted, favoring reflective and challenging postures. It was clear that the managers' actions are permeated by power relations, which reinforces the conception of the school as a political space of constant disputes, decisions, and mediations.