Abstract

MARTINS, edivaldo cesar camarotti  and  CALDERON, adolfo-ignacio. School effectiveness: best practices in the light of studies by the Brazilian government and multilateral agencies. Rev. Diálogo Educ. [online]. 2019, vol.19, n.62, pp.1297-1327.  Epub Jan 30, 2020. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.19.062.ao05.

This article aims to study the advances in the production of knowledge on the topic of best school practices from the studies promoted by the Brazilian Ministry of Education, supported or not by multilateral agencies, analyzing the underlying conceptions, tendencies and main existing theoretical approaches in order to defend, in theoretical terms, a conceptual approximation between best school practices and strategies to improve the quality of basic education within the theoretical field of studies on school effectiveness. Methodologically, a descriptive-analytical, comparative study was carried out by essentially bibliographical research, selecting 10 publications as the corpus of analysis. Although the indications of best practice on school climate are reduced, those mentioned were considered essential for the improvement of learning, since it is the basis for the effective development of both school management actions and pedagogical practices. There is a clear tendency to approach best school management practices, with emphasis on the director's pedagogical leadership in coordinating the continuing education of teachers and articulating the participation of the family in school activities. Pedagogical practices were fundamental for high performance schools, and commitment to teaching and learning by all school staff is a highly relevant best practice in school performance.

Keywords : Best school practices; School effectiveness; Effective Schools; Basic education.

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