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O conselho geral como instrumento de governança pública:estudo de Caso: O Agrupamento de Escolas de São João do Estoril
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Orientador(es)
Resumo(s)
Na última década, a administração das escolas públicas tem-se confrontado com novos
desafios. Os governos dos Estados-Membros da União Europeia são pressionados a
implementar modelos de gestão que prossigam com políticas descentralizadoras, que
reforcem a autonomia das escolas e facilitem o processo de governança pública. Exige-se a
participação das comunidades locais na tomada de decisão da escola e a criação de parcerias
estratégicas e de redes entre as escolas e outras instituições, em prol da melhoria do serviço
público de educação. Estas diretrizes conduziram ao atual modelo de administração escolar
consubstanciado no Decreto-Lei n.º 75/2008, de 22 de abril.
Este estudo visa analisar de que forma essas novas orientações têm condicionado e
influenciado as políticas educativas em Portugal. No enquadramento teórico, estabelecemos
um paralelismo entre os conceitos de autonomia e descentralização. De seguida, procedemos
à identificação e análise de algumas das correntes de pensamento, com maior enfoque na
governança pública.
Na análise empírica, tendo em conta os princípios e critérios de avaliação da
governança defendidos por alguns autores, procuramos apurar de que forma é que o
Conselho Geral (CG), órgão de orientação estratégica que integra um modelo de gestão e
administração escolar, numa realidade educativa particular, tem contribuído para o
desenvolvimento de uma governança pública eficaz.Pretende-se também aferir se, do ponto de vista das perceções dos atores sociais, a
criação do CG reflete uma descentralização de poderes face ao poder central e se traduz num
reforço da autonomia para as escolas.
Este estudo permite-nos observar que, do ponto de vista das práticas, apesar de
algumas fragilidades, a governança pública já se faz sentir na administração e gestão da escola.
Por outro lado, do ponto de vista das vontades políticas, persistem ainda constrangimentos
ao nível da autonomia e da descentralização de poderes e competências para as escolas que
impedem a implantação de uma adequada e eficaz governança educacional e a expressão
plena do exercício da democracia.
In the last decade, the administration of public schools has been faced with new challenges. The governments of the European Union Member States are under pressure to implement management models continuing with decentralizing policies, reinforcing the autonomy of schools and facilitating the process of public governance. It is required the participation of local communities in school decision-making and the creation of strategic partnerships and networks between schools and other institutions, in order to improve the public service of education. These directives led to the current model of school administration implemented in public schools, embodied in Decree-Law No. 75 / 2008 of 22 April. This study aims at examining how these new guidelines have conditioned and influenced educational policies in Portugal. In the theoretical framework, we establish a parallel between the concepts of autonomy and decentralization. We then proceed to the identification and analysis of some of the schools of thought, with greater focus on public governance. Within the empirical analysis, taking into account the principles and governance evaluation criteria defended by some authors, we try to determine how the General Council (GC), the body of strategic direction, which includes a school management and administration model, within a particular educational reality, has contributed to the development of effective public governance. It is also intended to assess whether, from the point of view of the perceptions of social actors, if the creation of the GC reflects a decentralization of powers against the central government and is reflected in increased autonomy for schools. This study allows us to observe that from the point of view of practice, despite some weaknesses, public governance is already being felt in the administration and management of school. On the other hand, from the point of view of the political will, there are still constraints in terms of autonomy and decentralization of powers and responsibilities to schools that hurdles the establishment of an appropriate and effective educational governance and the full expression of the exercise of democracy.
In the last decade, the administration of public schools has been faced with new challenges. The governments of the European Union Member States are under pressure to implement management models continuing with decentralizing policies, reinforcing the autonomy of schools and facilitating the process of public governance. It is required the participation of local communities in school decision-making and the creation of strategic partnerships and networks between schools and other institutions, in order to improve the public service of education. These directives led to the current model of school administration implemented in public schools, embodied in Decree-Law No. 75 / 2008 of 22 April. This study aims at examining how these new guidelines have conditioned and influenced educational policies in Portugal. In the theoretical framework, we establish a parallel between the concepts of autonomy and decentralization. We then proceed to the identification and analysis of some of the schools of thought, with greater focus on public governance. Within the empirical analysis, taking into account the principles and governance evaluation criteria defended by some authors, we try to determine how the General Council (GC), the body of strategic direction, which includes a school management and administration model, within a particular educational reality, has contributed to the development of effective public governance. It is also intended to assess whether, from the point of view of the perceptions of social actors, if the creation of the GC reflects a decentralization of powers against the central government and is reflected in increased autonomy for schools. This study allows us to observe that from the point of view of practice, despite some weaknesses, public governance is already being felt in the administration and management of school. On the other hand, from the point of view of the political will, there are still constraints in terms of autonomy and decentralization of powers and responsibilities to schools that hurdles the establishment of an appropriate and effective educational governance and the full expression of the exercise of democracy.
Descrição
Dissertação de Mestrado em Administração Pública
Palavras-chave
Conselho geral Autonomia Descentralização Governança pública Governança educacional General council Autonomy Decentralization Public governance Educational governance
Contexto Educativo
Citação
Editora
Instituto Superior de Ciências Sociais e Políticas