Potencialidades e limitações para a inserção dos profissionais de Administração na gestão da educação básica: breves reflexões

Empirical data show that the majority of management positions in basic education are occupied by professionals in the areas of teaching degrees and not by administrators. In this sense, the question arises: how can the skills and competencies of Administration professionals contribute to the efficient and effective management of basic education? Thus, the general objective of this study was to identify which competencies of Administration professionals meet the requirements of basic education management, highlighting those that do not meet or need to be developed. A qualitative, descriptive research was carried out, based on a bibliographic and documentary survey, which resulted in the elaboration of a comparative table of scenarios, based on the competencies of administrators established by the National Curricular Guidelines for undergraduate courses in Administration, and the general competencies of school directors, included in the National Common Competency Matrix for School Directors. It was found that all the skills and competencies of administrators are contained in the competencies required by school management positions, with emphasis on interpersonal relationship skills, effective communication and autonomous learning. This implies that the general profile of administrators is in line with what is expected of a school director, from the perspective of the CNE. Although they do not have pedagogical training, the lack of this does not constitute a negative point for administrators, as they, as school managers, would have a pedagogical team at their disposal, ensuring the construction and implementation of pedagogical policies and compliance with the BNCC.