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O papel do delegado de grupo na escola secundária em Portugal : um estudo de caso
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Orientador(es)
Resumo(s)
Ao empreendermos esta investigação, procuramos compreender como se
caracteriza o papel do delegado de grupo de uma escola secundária em relação à sua
configuração normativa, às práticas efectivamente concretizadas, e em relação às
representações sobre si e dos outros sobre esse papel.
O corpo da presente dissertação é constituído por duas partes - a primeira diz
respeito ao enquadramento teórico e a segunda ao estudo de caso. Ao passo que no
enquadramento teórico efectuamos uma abordagem conceptual à temática em estudo,
recorrendo a Mintzberg, numa tentativa de justificar o papel do delegado de grupo
enquanto elemento de uma linha hierárquica existente na organização escola, no estudo de
caso, em obediência a princípios etnográficos, apresentamos e analisamos os dados
recolhidos num contexto educativo específico, em resposta à problemática por nós
objectivada e questões ora enunciadas.
Percorremos, de uma forma orientada e sistemática, os dispositivos legais que
servem de quadro normativo à actividade dos profissionais que, além de serem
professores, protagonizam uma actividade ao nível da gestão intermédia na organização
escola. Em seguida, num contexto singular - a Escola BRANCA - quisemos compreender
o quotidiano de uma delegada de grupo em diferentes níveis de actuação.
No decurso deste trabalho, afigurou-se-nos igualmente importante compreender as
motivações desta professora no exercício da sua actividade, bem como as representações
que os professores que com ela trabalham diariamente e por largos anos têm acerca do seu
desempenho.
Ao concluir este estudo, explanamos os contributos para uma abordagem sobre o
delegado de grupo, analisando o papel definido pelos normativos nacionais e internos,
destacando as práticas efectivas desta professora na comunidade educativa e sublinhando
as representações de outros acerca do seu desempenho.
Na comunidade educativa onde esta delegada se movimenta, é-lhe reconhecida
competência científica para coordenar e supervisionar e experiência na prática pedagógica
enquanto membro deste grupo disciplinar - espaço privilegiado para a resolução de
problemas, para a elaboração de propostas e para a organização de actividades.
Undertaking this work, we tried to understand how to characterize the role of the group delegate in a secondary school connected to its regular configuration, to its really accomplished practices, and in relation to over oneself and others representations about that role. The body of the present dissertation is set up in two parts - the first respects to a theoretical framing and the second to a case study. As long as in the theoretical framing we effectuate an conceptual boarding to the subject in study, resorting to Mintzberg, in a attempt to justify the role of the group delegate while element of an existing hierarchical line in a school organization, in the case study, obeying to ethnographic principles, we present and analyse the collected facts in a specific educative context, replying to the problematic by us objectified and the questions therefore pronounced. We travelled over, in a direct and systematic manner, the legal apparatus that serve of regular board to those professionals activities who, beyond being teachers, perform an activity on a level with intermediate management in a school organization. Afterwards, in a singular context - a Escola BRANCA - we wanted to understand the quotidian of a group delegate on different levels of actuation. On this passed work, we're fancied, equally, important understanding this teacher's motivations while doing her work, well as the representations that the teachers who work with her on a daily basis and for long years, have about her performance. When concluding this work, we explained the contributions to the boarding of the group delegate, analysing the defined role by internal and national norms, detaching the effective practices of this teacher on her educative community and underlining the others representations about her performance. On the educative community where this delegate moves, it’s acknowledged her scientific competence to coordinate the experience on pedagogical practice while member of this disciplinary group - privileged space to solve problems, to elaborate proposals and to organize activities.
Undertaking this work, we tried to understand how to characterize the role of the group delegate in a secondary school connected to its regular configuration, to its really accomplished practices, and in relation to over oneself and others representations about that role. The body of the present dissertation is set up in two parts - the first respects to a theoretical framing and the second to a case study. As long as in the theoretical framing we effectuate an conceptual boarding to the subject in study, resorting to Mintzberg, in a attempt to justify the role of the group delegate while element of an existing hierarchical line in a school organization, in the case study, obeying to ethnographic principles, we present and analyse the collected facts in a specific educative context, replying to the problematic by us objectified and the questions therefore pronounced. We travelled over, in a direct and systematic manner, the legal apparatus that serve of regular board to those professionals activities who, beyond being teachers, perform an activity on a level with intermediate management in a school organization. Afterwards, in a singular context - a Escola BRANCA - we wanted to understand the quotidian of a group delegate on different levels of actuation. On this passed work, we're fancied, equally, important understanding this teacher's motivations while doing her work, well as the representations that the teachers who work with her on a daily basis and for long years, have about her performance. When concluding this work, we explained the contributions to the boarding of the group delegate, analysing the defined role by internal and national norms, detaching the effective practices of this teacher on her educative community and underlining the others representations about her performance. On the educative community where this delegate moves, it’s acknowledged her scientific competence to coordinate the experience on pedagogical practice while member of this disciplinary group - privileged space to solve problems, to elaborate proposals and to organize activities.
Descrição
Tese de mestrado em Ciências da Educação (Administração Educacional) apresentada à Universidade de Lisboa através da Faculdade de Psicologia e de Ciências da Educação, 2001
Palavras-chave
Teses de mestrado - 2001 Delegados de grupo - Portugal Escolas secundárias Administração escolar