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School management is responsible for the school organization, for the development of pedagogical and financial processes, for the articulation and mobilization of people and for teacher education. This study analyzed how the school management of public elementary schools (students from 11 to 14 years old), plan and accomplish teacher education in the school context. School ethnography was used for the data collection, with the researcher inserted in the school context, making observations via protocols, using interviews and documentary analysis. The results showed that the schools had a management of teacher education still "wild", marked by the absence of planning, organization and systematization of objectives and commitments to professional teacher development. These questions were stem from the fact that school management does not feel fully responsible for teacher education, and for the lack of school managers’ education. These data can be used in the context of principals (and pedagogical coordinators) education, and used as a discussion in the departments of Education.

A gestão escolar e a formação docente: um estudo em escolas de um município paulista