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Actores e autores : os discursos sobre as autonomias das escolas
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Autores
Orientador(es)
Resumo(s)
A investigação centra-se sobre alguns dos discursos sobre o conceito de
autonomia da escola.
Parte da formulação da questão de que falamos quando falamos da autonomia
da escola?.
O objectivo principal da investigação visa caracterizar, analisar e interpretar
as representações, percepções e valorizações subjacentes aos discursos sobre o
conceito de autonomia da escola, recaindo o objecto de estudo nas concepções,
valores, princípios e sentidos perspectivados sobre o referido conceito.
Os discursos considerados são os constantes em algumas revistas de educação, e
enquanto tal, públicos, e os discursos directos, na primeira pessoa, de um conjunto de
professores de uma escola.
Consideram-se como hipóteses de trabalho, que os discursos públicos sobre o
conceito de autonomia das escolas têm tendência a cristalizar o conceito em torno de
grupos, de interesses e de objectivos. Por outro lado, a experiência pessoal e
profissional, a posição que ocupa na estrutura organizacional da escola, entre outros
factores, influenciam as concepções dos professores sobre as autonomias das escolas.
No quadro teórico-metodológico procura-se construir a autonomia enquanto
objecto social de investigação, encarando os actores sociais também como autores,
considerando-se que a autonomia é " um conceito construído social e politicamente pela
acção dos indivíduos" que decorre de "condições de natureza social e condições de
natureza teórica".
A metodologia adoptada recaiu nas abordagens qualitativas de investigação em
educação, tendo subjacente os princípios do interaccionismo simbólico. Utilizaram-se
como instrumentos de investigação a análise documental, a observação não participante
e a entrevista semi-estruturada.
The focus of this investigation is about some speeches around the concept of school autonomy. The starting point is the question "what we talk about when we talk about school autonomy?" The main goal is characterize, describe and interpret the perceptions and valorisations under the speech about the concept o f school autonomy. For the study developing we consider the public speech in some Portuguese educational reviews, and the direct speech of some teacher in their own school. Has work hypothesis we considerer, by one side, the public speech they have the tendency to crystallize the concept among groups, interest, and objectives. In other side, the personal and professional experience of teachers and the position they have in the organizational school structure influence their conceptions of school autonomy. In the theoretical and methodological framework we try to build the school autonomy like a social investigation object, considering the social actors at the some time as social authors, just because the school autonomy is a concept build social and politically by human interaction whit the influence of social and theoretical conditions. The methodology was privileged the qualitative approach whit the support of symbolic interaccionismo. The investigation tools was documental analyses, nonparticipant observation and semi-structure interview.
L'investigation est centrée sur quelque uns des discours à propos du concept de l'autonomie de l'école. Elle part de la formulation de la question « de quoi parle-t-on quand on parle de l'autonomie de l'école ». Le but principal de l'investigation est de caractériser, analyser et interpréter les representations, perceptions et valorisations sous-jacentes au concept de l'autonomie de l'école, en même temps que le but de l'étude aboutit sur les conceptions, valeurs, príncipes et sens de ce même concept. Les discours considérés sont ceux puis font partie de quelques magazines d'éducation et, en tan que tels, publics, et les discours en premiere personne, d'un ensemble de professeurs d'une certaine école. On considérer comme hypothèses de travail que les discours publics sur le concept de l'autonomie des l'écoles aboutissent à la cristallisation autour du concept de groups, intérêts et objectives. D'une outre part que l'expéríence personale et professionnelle, la position dans la structure de l'école, entre autres raisons, influencent les conceptions des professeurs sur l'autonomie des écoles. Dans le cadre théorique et méthodologique on cherche à construire l'autonomie en tant que objet social d'investigation, en envisageant les acteurs sociaux aussi comme des auteurs, tout en considérant que l'autonomie est « un concept socialement et politiquement construit par Paction des individus qui advient de « conditions de nature sociale et de condition de nature théorique ». La méthodologie choisie pevient aux approches qualitatives d'investigation en l'éducation, ayant sous-jacent les príncipes de l'interactionisme symbolique. On utilise comme instruments d'investigation l'analyse documentale, l'observation non-participant et l'entrevue semi-structurer.
The focus of this investigation is about some speeches around the concept of school autonomy. The starting point is the question "what we talk about when we talk about school autonomy?" The main goal is characterize, describe and interpret the perceptions and valorisations under the speech about the concept o f school autonomy. For the study developing we consider the public speech in some Portuguese educational reviews, and the direct speech of some teacher in their own school. Has work hypothesis we considerer, by one side, the public speech they have the tendency to crystallize the concept among groups, interest, and objectives. In other side, the personal and professional experience of teachers and the position they have in the organizational school structure influence their conceptions of school autonomy. In the theoretical and methodological framework we try to build the school autonomy like a social investigation object, considering the social actors at the some time as social authors, just because the school autonomy is a concept build social and politically by human interaction whit the influence of social and theoretical conditions. The methodology was privileged the qualitative approach whit the support of symbolic interaccionismo. The investigation tools was documental analyses, nonparticipant observation and semi-structure interview.
L'investigation est centrée sur quelque uns des discours à propos du concept de l'autonomie de l'école. Elle part de la formulation de la question « de quoi parle-t-on quand on parle de l'autonomie de l'école ». Le but principal de l'investigation est de caractériser, analyser et interpréter les representations, perceptions et valorisations sous-jacentes au concept de l'autonomie de l'école, en même temps que le but de l'étude aboutit sur les conceptions, valeurs, príncipes et sens de ce même concept. Les discours considérés sont ceux puis font partie de quelques magazines d'éducation et, en tan que tels, publics, et les discours en premiere personne, d'un ensemble de professeurs d'une certaine école. On considérer comme hypothèses de travail que les discours publics sur le concept de l'autonomie des l'écoles aboutissent à la cristallisation autour du concept de groups, intérêts et objectives. D'une outre part que l'expéríence personale et professionnelle, la position dans la structure de l'école, entre autres raisons, influencent les conceptions des professeurs sur l'autonomie des écoles. Dans le cadre théorique et méthodologique on cherche à construire l'autonomie en tant que objet social d'investigation, en envisageant les acteurs sociaux aussi comme des auteurs, tout en considérant que l'autonomie est « un concept socialement et politiquement construit par Paction des individus qui advient de « conditions de nature sociale et de condition de nature théorique ». La méthodologie choisie pevient aux approches qualitatives d'investigation en l'éducation, ayant sous-jacent les príncipes de l'interactionisme symbolique. On utilise comme instruments d'investigation l'analyse documentale, l'observation non-participant et l'entrevue semi-structurer.
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
Autonomia escolar Discursos públicos Representações Percepções Valorizações Teses de mestrado - 2001