<?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>0104-4060</journal-id>
<journal-title><![CDATA[Educar em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0104-4060</issn>
<publisher>
<publisher-name><![CDATA[Setor de Educação da Universidade Federal do Paraná]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40602015000500199</article-id>
<article-id pub-id-type="doi">10.1590/0104-4060.43547</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Aporte del Departamento de Orientaci&#243;n al desarrollo del liderazgo pedag&#243;gico: un estudio desde la opini&#243;n de directores de Institutos de Ense&#241;anza Secundaria en Andaluc&#237;a]]></article-title>
<article-title xml:lang="pt"><![CDATA[Contribui&#231;&#227;o do Departamento de Orienta&#231;&#227;o para o desenvolvimento da lideran&#231;a educacional: um estudo do ponto de vista dos diretores dos institutos de educa&#231;&#227;o secund&#225;ria na Andaluzia]]></article-title>
<article-title xml:lang="en"><![CDATA[Contribution of the Guidance Department to the pedagogical leadership development: a study on the opinion of the high school directors in Andalusia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Segovia]]></surname>
<given-names><![CDATA[Jesús Domingo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Real]]></surname>
<given-names><![CDATA[Maximiliano Ritacco]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Granada Facultad de Ciencias de la Educación ]]></institution>
<addr-line><![CDATA[Granada ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Zaragoza Departamento de Educación ]]></institution>
<addr-line><![CDATA[Teruel ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2015</year>
</pub-date>
<volume>00</volume>
<numero>58</numero>
<fpage>199</fpage>
<lpage>218</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40602015000500199&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40602015000500199&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40602015000500199&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El estudio forma parte de un proyecto de investigaci&#243;n sobre liderazgo centrado en el aprendizaje en Secundaria. Responde a la necesidad de apoyar el desarrollo del liderazgo pedag&#243;gico de la direcci&#243;n escolar en Andaluc&#237;a. Busca comprender, desde la teor&#237;a fundamentada de estos profesionales y el an&#225;lisis de su discurso, en qu&#233; medida encuentran apoyo en los departamentos de orientaci&#243;n, en qu&#233; &#225;mbitos y qu&#233; necesidades plantean al respecto. Recoge evidencias de 15 entrevistas en profundidad a directivos escolares con una trayectoria de mejora. Concluye que el Departamento de Orientaci&#243;n, junto a la jefatura de estudios, son los principales soportes al liderazgo educativo y distribuido, conformando su grupo motor de mejora. Pero depende de los profesionales, centros y contextos. Es m&#225;s evidente en contextos vulnerables y con "buenos" orientadores y directores que han redireccionado sus funciones hacia agentes de apoyo para la mejora educativa y el asesoramiento como colega cr&#237;tico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O estudo faz parte de um projeto de pesquisa sobre lideran&#231;a com foco na aprendizagem na educa&#231;&#227;o secund&#225;ria. Responde &#224; necessidade de apoiar o desenvolvimento da lideran&#231;a pedag&#243;gica da gest&#227;o escolar na Andaluzia. Procura entender, a partir da teoria fundamentada desses profissionais e da an&#225;lise de seu discurso, em que medida eles encontram apoio nos servi&#231;os de orienta&#231;&#227;o, em que &#226;mbitos e quais necessidades possuem. A pesquisa recolheu informa&#231;&#245;es de 15 entrevistas feitas a diretores de escolas com uma trajet&#243;ria de melhoria. Concluiu que o Departamento de Orienta&#231;&#227;o juntamente com o l&#237;der de estudos s&#227;o os principais suportes da lideran&#231;a educacional, formando um grupo motor de melhoria. Mas isso depende dos profissionais, institui&#231;&#245;es e contextos. Ele &#233; mais evidente em contextos vulner&#225;veis e com "bons" orientadores e diretores que redirecionam suas fun&#231;&#245;es para a de agentes de apoio para melhorar a educa&#231;&#227;o e a orienta&#231;&#227;o como colega cr&#237;tico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study is part of a research project about leadership focused on learning at high school. It responds to the need to support the development of educational leadership of the school management in Andalusia. We search to understand, from the grounded theory of these professionals and the analysis of their speech, to what extent they find support in the guidance department, in which fields, and what needs they consider in this respect. We collected evidence of 15 in-depth interviews to school principals with an improving career. The conclusion was that those guidance departments, along with the head of studies, are the main educational supports and their distributed leadership gathers a group that is shaping its power of improvement. But it is up to professionals, schools and contexts. It is more evident in vulnerable contexts and with "good" school counselors and school principals that have redirected their functions to be supporting agents for educational improvement and better advice as a critical colleague.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[dirección escolar]]></kwd>
<kwd lng="es"><![CDATA[liderazgo pedagógico]]></kwd>
<kwd lng="es"><![CDATA[orientación educativa]]></kwd>
<kwd lng="es"><![CDATA[apoyo]]></kwd>
<kwd lng="es"><![CDATA[educación Secundaria]]></kwd>
<kwd lng="pt"><![CDATA[direção escolar]]></kwd>
<kwd lng="pt"><![CDATA[liderança pedagógica]]></kwd>
<kwd lng="pt"><![CDATA[orientação educacional]]></kwd>
<kwd lng="pt"><![CDATA[apoio]]></kwd>
<kwd lng="pt"><![CDATA[educação secundária]]></kwd>
<kwd lng="en"><![CDATA[school management]]></kwd>
<kwd lng="en"><![CDATA[educational leadership]]></kwd>
<kwd lng="en"><![CDATA[educational guidance]]></kwd>
<kwd lng="en"><![CDATA[support]]></kwd>
<kwd lng="en"><![CDATA[secondary education.]]></kwd>
</kwd-group>
</article-meta>
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