ACTIONS THAT TOOK THE GOOD SCHOOL PERFORMANCE: THE CASE OF A PUBLIC SCHOOL SAO PAULO PERIPHERAL

This work aims to analyze actions and factors achieved by a public school in Sao Paulo, which interfered positively on the indicators of performance and quality of education offered at the school and have been determinative in the emancipatory construction of the school, featuring the elements that lead the school to succeed in its results. Starting from these indicators, it is possible to produce a diagnosis, identifying problems, but also pointing experiences that worked out, establishing correlations, correcting faults, changing strategies. As an Educational Supervisor of this educational unit, it has been three years that I have realized that the manager (Principal) makes decisions based on information from technical and pedagogical indicators presented by the school. It is noticeable that there is a constant concern from the manager (Principal) and his team about working out the formation. It has achieved good results in educational internal and external evaluations through cooperative and integrative teaching practices. Participatory management has been a constant in the construction of emancipatory practices of the educational unit, enabling the participation of various segments in school. It was clearly visible in our visits, students are given the time and voice and possibilities to develop their potential. An educational unit has a history of self-evaluation and we made up questionnaires within the five dimensions of management with school manager's help (Principal).