<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2178-4612</journal-id>
<journal-title><![CDATA[Conjectura: Filosofia e Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Conjectura: filos. e edu.]]></abbrev-journal-title>
<issn>2178-4612</issn>
<publisher>
<publisher-name><![CDATA[Universidade de Caxias do Sul]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-46122017000400482</article-id>
<article-id pub-id-type="doi">10.18226/21784612.v22.n3.5</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Desafios da supervisão escolar: o papel do supervisor escolar no planejamento participativo-escolar]]></article-title>
<article-title xml:lang="en"><![CDATA[School supervision challenges: the role of the school supervisor in the school participatory planning]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[Mariana Barbosa de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Skolaude]]></surname>
<given-names><![CDATA[Mateus Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Costa]]></surname>
<given-names><![CDATA[João Paulo Reis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[Bibiana Barbosa de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Santa Cruz do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Santa Cruz do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de Santa Cruz do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Prefeitura Municipal de Capão da Canoa  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<volume>22</volume>
<numero>3</numero>
<fpage>482</fpage>
<lpage>499</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-46122017000400482&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-46122017000400482&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-46122017000400482&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo:  O presente artigo &#233; marcado por reflex&#245;es acerca dos desafios da supervis&#227;o escolar: o papel do supervisor escolar no planejamento participativo-escolar. O objetivo geral &#233; identificar os desafios do supervisor escolar quando da elabora&#231;&#227;o do planejamento participativo escolar. S&#227;o objetivos espec&#237;ficos: conceituar supervisor escolar, analisar sua previs&#227;o legal, suas responsabilidades e atribui&#231;&#245;es; conceituar planejamento participativo, bem como indicar sua import&#226;ncia na comunidade escolar. O planejamento participativo-escolar &#233; de extrema import&#226;ncia &#224; gest&#227;o democr&#225;tica da escola, que &#233; parte integrante da rede de direitos prevista constitucionalmente. Ainda: o planejamento participativo analisa e norteia todas as a&#231;&#245;es que possam intervir na escola, da&#237; sua import&#226;ncia: afeta a sociedade na qual a escola est&#225; inserida. Outrossim, &#233; importante que o bem comum prevale&#231;a ante o interesse de um particular, ou seja, deve se pensar em um saber-fazer coletivo. O sustent&#225;culo te&#243;rico do texto s&#227;o os ensinamentos de Paulo Freire e, a partir deles, exsurge o pensamento de que o educando tamb&#233;m pode e deve participar dos processos decis&#243;rios do territ&#243;rio escolar, fortalecendo, assim, uma dimens&#227;o de exerc&#237;cio democr&#225;tico na escola, permitindo e incentivando a participa&#231;&#227;o org&#226;nica da comunidade escolar no fazer-pensar do educand&#225;rio. O m&#233;todo de abordagem &#233; o dedutivo, e o m&#233;todo &#233; de procedimento monogr&#225;fico com t&#233;cnicas de pesquisa bibliogr&#225;fico-documental. O enfoque principal do trabalho est&#225; centrado no estudo da import&#226;ncia do supervisor escolar no planejamento participativo-escolar, bem como da participa&#231;&#227;o dos estudantes e da comunidade escolar nos processos de tomadas de decis&#227;o.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  This article is marked by reflections on the challenges of school supervision: the role of the school supervisor in the school participatory planning. The overall objective is to identify the challenges of school supervisor when preparing the school participatory planning. The specific objectives conceptualize school supervisor, pointing his legal provision, their responsibilities and duties; conceptualize participatory planning and indicate the reason for its importance on the school community. The school participatory planning is of utmost importance for the democratic management of the school, which is part of the duties provided for constitutionally network. Still, participatory planning points and guiding all actions that may be involved in school, hence its importance: affects society in which the school is located. Furthermore, it is important that the common good prevails before the interest of an individual, ie it should be thought in a collective know-how. The text of theoretical mainstay are the teachings of Paulo Freire and, from this teaching comes up the thought that the student can and should participate in the decision-making processes of the school grounds, thus strengthening a dimension of democratic exercise in school, allowing and encouraging the organic participation of the school community to make think of primary school. The approach is deductive method and the method of monographic procedure with techniques of documentary and bibliographical research. The main focus of the work focuses on the study of the importance of school supervisor in the school participatory planning and the participation of students and school community in the decision making processes.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Supervisor Escolar]]></kwd>
<kwd lng="pt"><![CDATA[Planejamento Participativo]]></kwd>
<kwd lng="pt"><![CDATA[Escola]]></kwd>
<kwd lng="en"><![CDATA[School Supervisor]]></kwd>
<kwd lng="en"><![CDATA[Participatory Planning]]></kwd>
<kwd lng="en"><![CDATA[School]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<source><![CDATA[]]></source>
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