EDUCATIONAL MANAGER AND LEARNING GAPS: THE ROLE OF SCHOOL LEADERS IN OVERCOMING EDUCATIONAL WEAKNESSES

Abstract

This article aims to analyze the role of school managers in overcoming learning gaps among their students. For this purpose, a literature review was conducted, drawing on the classic contributions of theorists widely recognized in the academic field to provide insights for the discussion and critical analysis of the performance of these professionals in the face of an educational challenge which impacts are extended beyond the academic students’ lives. In this regard, this research highlights the concepts of Libâneo (1994, 2001, 2011) and Lück (2000, 2006, 2009) concerning educational management and the responsibilities and duties of school managers as agents responsible for the overall organization and effective execution of the pedagogical work of the educational institutions under their administration. Concerning institutional assessment, we primarily referred to the ideas of Luckesi (2011), and specifically, in relation to understanding the learning gap and potential obstacles to overcoming this educational condition, we found relevant theoretical contributions in the studies of Vygotsky (2007) and Ausubel (2003). In the final considerations, it is worth highlighting the indispensability of directing evaluative practices toward understanding institutional weaknesses, as well as the continuous need for (re)formulating the strategic planning of these educational spaces and conducting an objective analysis of one's own practice and responsibilities as managers.