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As dinâmicas de participação dos actores da comunidade educativa em contexto de Assembleia de Escola : o discurso e as práticas
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Orientador(es)
Resumo(s)
A implementação da Assembleia de Escola, parece ter sido orientada por princípios
que visam uma escola mais democrática, mais participativa, mais aberta à mudança e mais
centrada na qualidade e na excelência dos seus recursos e serviços.
As dinâmicas e as lógicas de funcionamento da Assembleia de Escola são o foco do
presente estudo. A interpretação dos discursos e das práticas de participação dos vários
actores da comunidade educativa, com assento neste órgão, permitem compreender a
dirnensão micropolítica. Esta é visível nas estratégias desenvolvidas e nos recursos
mobilizados pelos actores, como causa e resultado das forças individuais e/ou grupais que se
movem na própria escola (interesses, negociações, jogos de influência, controlo e liderança).
O estudo decorreu em Assembleias de duas Escolas da periferia de Lisboa. Adoptando
um paradigma de investigação qualitativa, procedeu-se à recolha de dados através de
múltiplas fontes: informação documental (projecto educativo, regulamento interno, actas),
áudio-gravação de reuniões (1 ano lectivo), observação directa e entrevistas semi-estruturadas
aos participantes (um de cada sector e todos os presidentes). Os dados foram sujeitos à análise
de conteúdo, elaborando-se um relatório descritivo e interpretativo para cada caso.
As conclusões apontam: a existência de incongruências entre os discursos, dos actores e da lei, e a prática, dos próprios e dos órgãos de administração e gestão; a utilização de
estratégias que visam o controlo da Assembleia e dos outros órgãos; interesses materiais,
pessoais e ideológicos que agitam os actores; problemas e factores que condicionam a
participação, especialmente dos membros não docentes, e que interferem nas tomadas de
decisão e nas dinâmicas de funcionamento da Assembleia.
Cremos que este estudo contribui para um maior conhecimento deste órgão de
administração e gestão e das micropolíticas que nele transparecem. Relevam-se elementos que
poderão ajustar a legislação, os Regulamentos Intemos e os Projectos Educativos das Escolas,
aproximando o discurso às práticas. Ressaltam, ainda, conclusões que podem ser articuladas
em projectos formativos, quer na formação contínua quer na formação especializada de
professores e, até, em seminários e projectos de investigação-acção que envolvam os diversos
actores da comunidade educativa.
The implementation of the School Assembly, seemed to be guided by principles that bear in mind a school more democratic, more participant, more open to the change arid more focused on the quality and excellence of its resources and services. The functional dynamics and the logic of the School Assembly are the object of the present study. The interpretation of the discourse and practices of participation by the different actors from the educational community, represented in this organ, allowed the miderstanding of the micro-political dimension. This is visible in the developed strategies and in the resources mobilized by the actors, as a cause and result of the individual and/or group forces moving inside the own school (interests, negotiations, influence games, control and leadership). The study was undertaken in two School assemblies located in the suburban area of Lisboa Adopting a qualitative investigation approach, the data was collected in multiple sources: documental information (educational project, internal regulation, meeting report), audio-recording of meetings (one academic year), direct observation and semi-structured interviews to the participants (one of each sector and the two presidents). The data were submhed to content analysis, from which a descriptive and interpretative report was elaborated for each case. The conclusions pointed to: the existence of incongruences in the discourses, equally by actors and the law, and in the practice, of themselves and of the administration and management organs; the use of strategies that seek control of the Assembly and of the other organs; materials, personal and ideological interests that move the actors; problems and events that condition the participation, especially of the non teaching members, wich interfere in the decisions and in the performance of the Assembly. We believe that this study contributes to a better understanding of this administration and management organ and the micropolitics that underlying it. From this study, several adjustments and suggestions were made relating to the legislation, the internal regulations and educational projects of the schools, in order to approach the speech to the practices. The conclusions can be articulated in formative projects, whether in continuous or specialized teachers' formation and, even in seminars and action research projects conducted by several actors of the educational community.
The implementation of the School Assembly, seemed to be guided by principles that bear in mind a school more democratic, more participant, more open to the change arid more focused on the quality and excellence of its resources and services. The functional dynamics and the logic of the School Assembly are the object of the present study. The interpretation of the discourse and practices of participation by the different actors from the educational community, represented in this organ, allowed the miderstanding of the micro-political dimension. This is visible in the developed strategies and in the resources mobilized by the actors, as a cause and result of the individual and/or group forces moving inside the own school (interests, negotiations, influence games, control and leadership). The study was undertaken in two School assemblies located in the suburban area of Lisboa Adopting a qualitative investigation approach, the data was collected in multiple sources: documental information (educational project, internal regulation, meeting report), audio-recording of meetings (one academic year), direct observation and semi-structured interviews to the participants (one of each sector and the two presidents). The data were submhed to content analysis, from which a descriptive and interpretative report was elaborated for each case. The conclusions pointed to: the existence of incongruences in the discourses, equally by actors and the law, and in the practice, of themselves and of the administration and management organs; the use of strategies that seek control of the Assembly and of the other organs; materials, personal and ideological interests that move the actors; problems and events that condition the participation, especially of the non teaching members, wich interfere in the decisions and in the performance of the Assembly. We believe that this study contributes to a better understanding of this administration and management organ and the micropolitics that underlying it. From this study, several adjustments and suggestions were made relating to the legislation, the internal regulations and educational projects of the schools, in order to approach the speech to the practices. The conclusions can be articulated in formative projects, whether in continuous or specialized teachers' formation and, even in seminars and action research projects conducted by several actors of the educational community.
Descrição
Tese de mestrado em Educação (Administração e Organização Escolar), apresentada à Universidade de Lisboa através da Faculdade de Ciências, 2006
Palavras-chave
Participação Interesses Conflitos Controlo Liderança Teses de mestrado - 2006