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Natureza, limites e possibilidades de direção estratégica de um conselho geral
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Resumo(s)
Com a publicação do Decreto-Lei nº 75/2008 de 22 de abril, é criado o conselho geral,
adiante designado por (CG) órgão herdeiro do “conselho de escola” (CE) e da “assembleia
de escola” (AE), constituindo-se como um órgão colegial de direção estratégica, responsável
pela definição das linhas orientadoras da atividade do AGE, bem como por assegurar a
participação e representação da comunidade educativa na vida da escola ou AGE.
O nosso estudo recai sobre a direção estratégica que a legislação vincula ao CG e emergiu
das interrogações que me foram surgindo ao longo do meu percurso profissional como
presidente de um CG, das leituras exploratórias efetuadas, do tratamento da informação
veiculada pelas entrevistas a seis interlocutores do CG e da análise documental. Para a sua
concretização, a questão de partida - perceber a natureza e tipologia das decisões tomadas,
importância da representatividade, da comunicação e o contributo dos membros do CG no
seu funcionamento - orienta-nos para as estratégias de investigação que possibilitem aferir o
objeto de estudo.
A pesquisa desenvolve-se ainda através da descrição das decisões tomadas por um CG, de
acordo com o enquadramento normativo-legal, do CE ao CG e dos fundamentos teóricos
associados aos conceitos de estratégia, direção estratégica e regulação nas respetivas
variantes.
Tendo em conta a natureza do estudo e dos objetivos que orientam a nossa investigação, a
opção qualitativa é mais apropriada, porque a temática, além de recente, é de cunho
exploratório e de caráter descritivo, enquadrando-se num “estudo de caso”.
A nossa investigação veio demonstrar que o CG debate-se com um enquadramento
organizacional contraditório no atual contexto normativo/legal, é revestido de dinâmicas,
lógicas de ação e estratégias de funcionamento diferenciadas, umas vezes emergindo a sua
dimensão estratégica, outras limitando ou negando o alcance estratégico do seu desempenho.
With the publication of Decree-Law nº 75/2008 of April 22nd, the General Council, hereinafter referred to as (GC) as the heir to the "school council" (CE) and the "school assembly" (AE), is hereby established, constituting itself as a collegial organ of strategic direction, responsible for defining the guiding lines of the group activity, as well as for ensuring the participation and representation of the educational community in the life of the school or grouping. Our study focuses on the strategic direction that the legislation links to the CG and emerges from the questions that I have raised during my professional career as president of a GC, from the exploratory readings made, from the treatment of the information conveyed by the interviews to six interlocutors of the GC and documentary analysis. In order to achieve this, the starting point - to understand the nature and typology of the decisions taken, the importance of representativeness, communication and the contribution of the members of the CG in their operation - guides us to the research strategies that make it possible to ascertain the object of study. The research is further developed by describing the dynamics of the functioning of a GC, competences, composition and legislative framework of the CE to the GC and the theoretical foundations associated with the concepts of strategy, strategic direction and regulation in the educational communities. Considering the nature of the study in question "case study" and the objectives that guide our research, the qualitative option is more appropriate, because the subject, besides being recent, is exploratory and descriptive. Our research has demonstrated that the GC has a contradictory organizational framework in the current normative/legal context; it is clothed with dynamics, action logics and differentiated strategies of functioning, sometimes emerging from its strategic dimension, others limiting or denying the strategic reach of its performance.
With the publication of Decree-Law nº 75/2008 of April 22nd, the General Council, hereinafter referred to as (GC) as the heir to the "school council" (CE) and the "school assembly" (AE), is hereby established, constituting itself as a collegial organ of strategic direction, responsible for defining the guiding lines of the group activity, as well as for ensuring the participation and representation of the educational community in the life of the school or grouping. Our study focuses on the strategic direction that the legislation links to the CG and emerges from the questions that I have raised during my professional career as president of a GC, from the exploratory readings made, from the treatment of the information conveyed by the interviews to six interlocutors of the GC and documentary analysis. In order to achieve this, the starting point - to understand the nature and typology of the decisions taken, the importance of representativeness, communication and the contribution of the members of the CG in their operation - guides us to the research strategies that make it possible to ascertain the object of study. The research is further developed by describing the dynamics of the functioning of a GC, competences, composition and legislative framework of the CE to the GC and the theoretical foundations associated with the concepts of strategy, strategic direction and regulation in the educational communities. Considering the nature of the study in question "case study" and the objectives that guide our research, the qualitative option is more appropriate, because the subject, besides being recent, is exploratory and descriptive. Our research has demonstrated that the GC has a contradictory organizational framework in the current normative/legal context; it is clothed with dynamics, action logics and differentiated strategies of functioning, sometimes emerging from its strategic dimension, others limiting or denying the strategic reach of its performance.
Descrição
Dissertação de mestrado, Educação (Área de especialização em Administração Educacional), Universidade de Lisboa, Instituto de Educação, 2017
Palavras-chave
Estratégia Assembleias de escola - Portugal Conselho geral Teses de mestrado - 2017