Resumo

VAILLANT, Denise  e  ZIDAN, Eduardo Rodríguez. Leadership practices for learning in Latin America. Ensaio: aval. pol. públ. educ. [online]. 2016, vol.24, n.91, pp.253-274. ISSN 0104-4036.  https://doi.org/10.1590/S0104-40362016000200001.

Latin American educational systems suffered major transformations in recent decades. However, the impact on learning outcomes has been low and this relates, among other factors, to the role of principals. It seems that learning outcomes improve where pedagogical leadership is present and where there is counseling and intervention of principals in the design of the curriculum. This article is based on data from the 2012 Report for eight Latin American countries that participated in the Program for International Student Assessment, or PISA: Argentina, Brazil, Chile, Colombia, Costa Rica, Mexico, Peru and Uruguay. In particular, the views of principals in relation to “curriculum, school policies and practices” are analyzed. The findings show a very diverse and heterogeneous reality regarding leadership practices in the examined countries. Among other main results of the study, it is noted that in a number of countries, managers do not base their practices on a precise and written formulation of standards for improving learning. In addition, it seems that the promotion of trust and self-confidence in teachers by principals is exceptional. On top of that, a large percentage of directors make little use of research for decision-making.

Palavras-chave : Pedagogical leadership; Latin America; PISA 2012; School principals.

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